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Mensah, Henry Amo. "Language policy and practice in a multilingual classroom : managing linguistic diversity in a Namibian high school." Thesis, Stellenbosch : Stellenbosch University, 2014. http://hdl.handle.net/10019.1/86615.
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Thesis (MA)--Stellenbosch University, 2014.ENGLISH ABSTRACT: This study examines the language policy and implementation outside and inside the classroom in a multilingual and multicultural international school. Specifically, it aims at giving an insight into how linguistic and cultural diversity is managed at Windhoek International School (WIS). It takes a specific interest in the kinds of language policy that determine which languages are used in education in a context where both teachers and learners are L1 speakers of a considerable number of different languages. The participants in this study are multilingual learners and teachers of WIS. The study uses data from the school records, a questionnaire, interviews and observation. The analysis of the data is descriptive, interpretive and explanatory. The findings of the study are that the language policy at WIS is articulated in such a manner that it encourages monolingual norms although the school’s community is multilingual. English is the MoI, used in official communication across the school and also as a language of communication with the school’s stakeholders. Other European languages, namely- French, German and Portuguese are officially taught as modern foreign languages. Significantly, none of the local Namibian languages are taught in the school. However, the school does not bar its learners and teachers from using their LotE especially outside of the classroom. The study also shows that the language ecology at WIS demonstrates a situation of polyglossia where English is on top of the language hierarchy. From the findings, it is suggested that since WIS recognises the multilingual and multicultural composition of its learners and teachers, its whole school policy should be looked at again to reflect current thinking in language-in-education policy. The policy should place emphasis on dynamic bilingualism by supporting and encouraging the teaching and learning of LotE, including local indigenous languages, as a means of scaffolding and as a means of bridging knowledge development in the school. However, for purposes of examination, the school should place emphasis on the extensive use of English to enable its learners to meet the requirements of external examiners.
AFRIKAANSE OPSOMMING: Hierdie studie bestudeer die taalbeleid en implementering daarvan binne en buite klaskamerverband, by ‘n veeltalige en multikulturele internasionale skool. Spesifiek, is die doel om insae te gee in hoe talige en kulturele diversiteit by Windhoek Internasionale Skool (WIS) hanteer word. Dit stel belang in die verskillende soorte taalbeleid wat bepaal watter tale in onderrig en leer gebruik word in ‘n konteks waar sowel die onderwysers as die leerders eerstetaalsprekers is van ‘n aansienlike aantal verskillende tale. Die deelnemers in hierdie studie is veeltalige leerders en onderwysers aan die WIS. Die studie gebruik data wat bekom is uit skoolrekords, vraelyste, onderhoude en deur waarneming. Die analise van die data word gedoen in die vorm van beskrywing, interpretasie en verduideliking. Die bevindinge van die studie hou in dat die taalbeleid aan die WIS so geartikuleer is dat dit eentalige norme ondersteun, alhoewel die gemeenskap wat deur die skool bedien word, veeltalig is. Engels is die medium van onderrig (MvO/MoI) aan die skool, word in amptelike kommunikasie binne die skool gebruik, en is ook die kommunikasietaal by alle belanghebbendes van die skool (ouers, borge, ens.). Ander Europese tale, naamlik Frans, Duits en Portugees, word as moderne vreemde tale binne die skool se leerplan aangebied. Heel opvallend, word geeneen van die plaaslike Namibiese tale in die skool aangebied nie. Ten spyte van hierdie taalreëlings word leerders en onderwysers van die skool nie beperk in die gebruik van ander tale as Engels (LotEs) nie, veral buite die klaskamers. Die studie toon aan dat die taalomgewing by WIS tekenend is van ‘n sg. poliglossiese gemeenskap waar Engels in die taalhiërargie bo-aan te staan kom. Die bevindinge suggereer dat die WIS, in die lig van hulle erkenning van die veeltalige en multikulturele samestelling van die leerders en onderwysers, sy skoolbeleid in die geheel behoort te heroorweeg, sodat dit belyn word met die mees resente denke oor taal-in-onderrig-beleid. Die beleid behoort op dinamiese tweetaligheid klem te lê deur die onderrig en leer van ander tale as Engels (LotEs), ook plaaslike inheemse tale, aan te moedig en te ondersteun. Dit moet so gedoen word dat dit as “steierwerk”kan dien in die oorbrugging wat nodig is vir leer deur medium van ‘n tweede of vreemde taal. Daarbenewens word aanbeveel dat die skool vir eksamineringsdoeleindes aandag skenk aan die uitgebreide gebruik van Engels, sodat leerders in staat is om aan die vereistes wat eksterne eksaminatore stel, te beantwoord.
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Tsoi, Yee-hang. "The medium of instruction for Hong Kong's secondary schools : an analysis of policy design /." Hong Kong : University of Hong Kong, 1998. http://sunzi.lib.hku.hk/hkuto/record.jsp?B19708646.
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Iipinge, Kristof. "Consequences of ideology and policy in the English second language classroom: The case of Oshiwambo-speaking students in Namibia." University of the Western Cape, 2018. http://hdl.handle.net/11394/6234.
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Philosophiae Doctor - PhD (Linguistics, Language and Communication)At independence, Namibia chose English as its official language and therefore its language of learning and teaching (LOLT). This decision has been well supported and therefore there has been an expectation among Namibians that learning English as early as possible is important because it will open many doors to the future (Harris, 2011). However, since the introduction of English as LOLT, government documents and other relevant literature have revealed poor performance of learners and falling standards of teaching (Iipinge, 2013). Despite this revelation, no study has been done in Namibia to investigate the effects of the current Language in Education Policy (LEP) on the teaching and learning of different school subjects. Therefore, this study focuses on critical questions regarding the effects of the current Namibian LEP on the teaching and learning of English Second Language (ESL) in Northern Namibia, with a special focus on one of the most demanding skills in second language learning: essay writing. Besides this, the study looks at the writing problems of learners and the intervention strategies that teachers are using to help learners overcome or reduce writing problems.
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Barasa, Lwagula Peter. "English language teaching in the Kenyan secondary school : policy, training and practice." Thesis, University of Hull, 1997. http://hydra.hull.ac.uk/resources/hull:5382.
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Sinalumbu, Fred S. "An exploration of teachers' perceptions of democratic school governance in Namibia and its contribution to school discipline." Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/79886.
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Thesis (MEd)--Stellenbosch University, 2013.Bibliography
ENGLISH ABSTRACT: The study explores the perceptions of Namibian teachers of democratic school governance and its contribution to school discipline. The research examines the education policy shifts towards democratic school governance from before to after 1990. The study further investigates the views of twelve teachers from four secondary schools in the Oshana education region on how democratic school governance can contribute to lack of discipline among learners. The study exposes how learner representation on the school board and their participation in the discussions during meetings is experienced. The study also discusses how learners who are elected to serve on the school board are accountable to other learners who have elected them. The study shows the link between democratic school governance and school discipline, internationally, nationally and locally. Finally, given the exploratory nature of the study, some issues that warrant further investigation to add to the existing knowledge are highlighted.
AFRIKAANSE OPSOMMING: Hierdie navorsingsverslag ondersoek die persepsies van Namibiese onderwysers met betrekking tot demokratiese skool bestuur en die bestuur bydrae tot skool disipline. Verder word die opvoedkundige riglyne vir demokratiese skoolbestuur voor en na 1990 ondersoek en die indrukke van twaalf onderwysers van vier sekondêre skole in die Oshana Onderwysdistrik met betrekking tot die bydrae van ‘n demokraties verkose skoolbestuur tot ‘n gebrek aan dissipline onder leerlinge word bespreek Hoe leerlingverteenwoordiging op die skoolraad en leerlinge se bydrae tot besprekings gedurende vergaderings ervaar word, sowel as hoe leerlinge wat gekies is om op die skoolraad te dien aan die leerlinge wat hulle verkies het, verslag doen, word ook oorweeg. Die verband tussen ‘n demokratiese skoolbestuur en skooldissipline op internasionale, nasionale en plaaslike vlak word getoon, Weens die ondersoekende aard van die studie word kwessies laastens uitgelig vir verdere ondersoek om sodat meer inligting by die reeds bestaande kennis gevoeg kan word.
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Hoveka, E. P. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003616.
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The purpose of this study is to look at English Second Language IGCSE Core Curriculum for Grades 11 and 12. The criteria that has been identified and selected for analysis as stipulated by the Ministry of Basic Education and Culture Language policy Document of 1996 reads as follows: The aim of teaching English as a language should be to enable the learners to increase their participation in the learning processes. This aim was selected as the criteria for investigation because the notion of active participation by the learners in the teaching and learning process places the learners in a different perspective. In other words, the learners are to be seen as possessors of knowledge rather than ‘empty vessels’ as depicted by the behaviourist approach (Van Harmelen 1999). This idea of a learner-centred approach as embedded in Social Constructivism approach is the foundation on which the Namibian Education Reform Process is based. The justification for selecting these particular criteria for close inspection in the English Second Language Curriculum was sparked by the professional attachment of the researcher into teaching English Second Language to Grades 11 and 12 at the Herman Gmeiner Technical School in Swakopmund. The researcher is also serving as a subject head for this particular discipline. Furthermore, evaluating and analyzing the English Second Language curriculum on this particular objective, the researcher hopes to uncover or come to an understanding of how our educational practices have moved from what was practiced under the behavioural approach and to discover the needs of teachers in terms of implementing the new curriculum in their daily practices as educators. Having the criteria stated, the study will focus on how the data was collected and the type of methodology used to gather this information.
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Tsoi, Yee-hang, and 蔡懿恒. "The medium of instruction for Hong Kong's secondary schools: An analysis of policy design." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1998. http://hub.hku.hk/bib/B31965362.
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Ewell-Eldridge, Ivy. "Examining Secondary Language Arts Teachers' Perceptions of Professional Learning| Motivations, Values, Barriers, Needs, and Aspirations." Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10816349.
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Research reveals that for American secondary teachers, mere participation, or the desire to participate, in professional development is not a matter of concern, as many in the educational community have assumed. Yet, there is a void in the literature regarding American, lower secondary educators of literacy and their overall perceptions of professional learning. The purpose of this phenomenological study was to understand the perceptions of lower secondary English language arts (ELA)/literacy teachers, specifically in regard to what motivates these educators to participate in professional development, what they value in professional learning opportunities, the challenges that keep them from participating, and their overall professional development needs.
This qualitative study draws on two theoretical frameworks, constructivism and adult learning theory, as there are varied philosophies that contribute to the understanding of a teacher’s perception of professional learning. A non-experimental, phenomenological methodology was chosen, aiming to better understand participant’s individual experiences through their comprehensive, self-reported descriptions. The population of this study consisted of experienced, lower secondary ELA/literacy teachers employed in southern California public schools. Purposive, criterion sampling was used for this research, collecting data from a total of 13 semi-structured interviews of participants from two school districts.
The findings from this study resulted in five thematic categories that present the essential drivers and impediments to the participants’ involvement in professional learning opportunities: (a) teachers desire to improve their professional practice, (b) professional learning should be immediately applicable to professional practice, (c) teachers prefer to learn from other experienced teachers, (d) the culture of the school district and or site influences teacher learning, and (e) a teacher’s learning is influenced by their perception of themselves and previous experiences. Six conclusions were drawn from the thematic findings of this study. They rely upon the literature and findings to argue how teachers’ motivation, personal values, and aspirations for participation in professional learning opportunities is centered on personal and organizational factors along with the historical and current culture of American K-12 public schools.
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Orekan, George Suraju. "Attitudes of secondary school pupils and dropouts towards English and indigenous languages in the context of Nigerian educational policy." Thesis, University of Aberdeen, 2013. http://digitool.abdn.ac.uk:80/webclient/DeliveryManager?pid=202789.
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A growing amount of empirical research and theory on educational development in multilingual contexts emphasises that mother tongue based education will benefit disadvantaged children. For most of the research and literature, led by UNESCO, it is argued that educational success in multilingual nations can only be achieved based on early learning and schooling in the mother tongue. Effective language policy based on mother tongue is crucial to the implementation of the educational system of any multilingual country, including Nigeria the case study, where the home and school languages are mainly uncoordinated. It also confirms that fluency and literacy in the mother tongue establish a cognitive and linguistic foundation for learning additional languages. Both the theoretical and empirical research agree that in order to drastically challenge the educational disadvantages and to be fair to various multi-ethnic groups, national education policy must promote multilingualism in the education system. This PhD thesis explores attitudes of Nigerian young people towards their mother tongue and English, in the context of Nigerian language and education policies. It describes the sociolinguistic realities of Nigeria and its language policy and planning situation, relating them to language use and attitudes among young people. It also aims to identify the role language plays in the widespread phenomenon of pupils who drop out of secondary education and pupils' attitudes towards the medium of instruction. These aims were supported by a language attitudes survey and fieldwork; where data were collected to study the attitudes of different young people, both secondary school pupils and school dropouts towards mother tongue and English, and to investigate differences in their language choice and use patterns. Findings from this research substantiate that mother tongue language policy within education can foster positive attitudes; they also confirm that there are attitudinal differences between certain groups of young people.
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Gontes, Karolina. "Research portfolio." Thesis, Rhodes University, 2004. http://hdl.handle.net/10962/d1003614.
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The purpose of the study is to investigate how mother tongue instruction influences the learner performance in the acquisition of reading and comprehension skills of Khoekhoegowab speaking learners in Grade 2 in comparison with foreign medium of instruction. (p. 1)
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Lee, Joanna Chi-Yan. "The educational and cultural impact of the medium of instruction policy on secondary education in Hong Kong." Thesis, University of York, 2002. http://etheses.whiterose.ac.uk/14015/.
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Nakale, Elifas. "Understanding how teachers scaffold learners to make sense of biological language and concepts when using English as a mediational tool: a case study." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001517.
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For the past few years, Namibian grade 11-12 learners’ achievement level in biology has not been very encouraging. Evidence to this effect is contained in recent examiners’ reports which outline misunderstanding and various misconceptions. The causes of these misunderstandings and misconceptions may be varied, but there is credible evidence that some of it is rooted in the language problem for learners. A classroom is a social unit where many social practices are acquired, including the use of English language. Equally, it is a place where errors in language are learnt and reinforced. Triggered by these challenges facing biology learners, a qualitative case study was conducted at two secondary schools in Ohangwena Region, Namibia. Its purpose was to investigate how biology teachers scaffold learners to make sense of biological language and concepts when English is used as the mediational tool. Underpinned by an interpretivist paradigm, the study made use of document analysis, observation (lessons were also video-taped) and interviews to generate the data. Several data generating techniques were used for triangulation and validation. To further validate the data, transcripts of video-taped lessons and interviews were sent back to the research participants for member checking. The data gathering methods were also used in data presentation, analysis and interpretation to determine the extent of scaffold that teachers provide to their biology learners. The main findings of my study are that, despite efforts by participant teachers to scaffold their learners in making sense of biological language and concepts, success rates in this regard remain disappointingly low due to their (teachers) limited pedagogical content knowledge. Teachers therefore require improved mentorship, monitoring and capacity building.
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Kanime, Justina Kashuupulwa. "An investigation into how Grade 11 Biology teachers mediate learning through code-switching from English to Oshiwambo : a case study." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017345.
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This study aimed to investigate how Grade 11 Biology teachers mediate learning through code-switching from English to Oshiwambo. It was triggered by my experience as a teacher when I came to observe that the majority of teachers still use the home language during their lessons though the language policy for schools in Namibia clearly states that English should be used as a medium of instruction from Grade Four onwards. The research was carried out at Happy Secondary School (pseudonym), a rural government school in Omusati Region, Namibia. It was a qualitative case study underpinned by an interpretive paradigm. The unit of analysis was the mediation of learning through codeswitching from English to Oshiwambo. Document analysis, questionnaires, interviews (semistructured, focus group, stimulated recall interviews) and lesson observations were used as data gathering techniques, to ensure adequate coverage, validity and trustworthiness of the data gathered. The study adopted Vygotsky’s social constructivism and the socio-cultural perspective in conjunction with Shulman’s Pedagogical Content Knowledge (PCK) as the theoretical frameworks. The data analysis process entailed organising data into themes from which four analytical statements were then derived in relation to the research questions. The study found that both Biology teachers and learners view code-switching as a useful tool in making learners understand the biological concepts. The study revealed that Biology teachers code-switch from English to Oshiwambo to make learners understand better, increase participation, explain concepts, elaborate, for disciplinary purposes, when giving examples of everyday knowledge events and when asking questions. The study also revealed that learners code-switch mainly for good communication, easier self-expression, due to loss of words, when unprepared to explain concepts and due to fear of making mistakes. It emerged, however, that both teachers and learners experience some challenges when codeswitching from English to Oshiwambo is used to mediate learning in Biology lessons. These include time constraints, lack of biological terms in Oshiwambo, different Oshiwambo dialects and the language policy. In addition, learners also lose the opportunity to learn English and find it difficult to answer questions in the examinations. The study revealed that Biology teachers and learners try to overcome these challenges by good lesson preparation, mini-teaching, using English/Oshindonga dictionaries or simply by adhering to the language policy.
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Maalim, Haroun Ayoub. "Exploring the relationship between an "English-only" language-in-education policy and bilingual practices in secondary schools in Zanzibar." Thesis, Rhodes University, 2015. http://hdl.handle.net/10962/d1017891.
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This thesis reports on the relationship between an English-only language-ineducation policy and bilingual practices in secondary schools in Zanzibar. The focus is on language use in the classroom against the backdrop of a top-down and English-only language-in-education policy. The main purpose has been to gain an in-depth understanding of the relationship between the stipulations of the policy which was imposed from above and the judicious bilingual practices which are a commonly accepted as the norm in secondary schools in Zanzibar. The study employed a mixed method approach (QUAL+quant) and embraced elements of ethnography. The data for this study was gathered from two secondary schools which were purposively selected on the basis of parameters that were set in this study. Among other things, these include the secondary schools which have both ‘Ordinary level’ and ‘Advance level’, and the schools which teach the same subject using Kiswahili as the language of learning and teaching at one level, and English as the language of learning and teaching at another level. Data were obtained from multiple sources. On the one hand, through ethnography, classroom observations, semi-structured interviews and focus group discussions with teachers and students, and interviews with key actors were conducted. On the other hand, students’ test scripts, and students’ test and examination results (scores) were analysed. Both purposive and random sampling were used to get the participants. Drawing from Ruiz’s (1984) seminal tripartite orientations of language planning (language as right, language as problem, and language as resource) thematic analysis, content analysis, and the Statistical Package for the Social Sciences (SPSS) were used to analyse data. The findings reveal that the use of bilingual (English and Kiswahili) in English medium subjects is a resource rather than a deficit since an overwhelming majority of students and some teachers cannot function positively in the topdown English-only language-in-education policy. Most significantly, teachers use Kiswahili in English medium subjects as a strategy for teaching terminologies, abstract concepts, and unfamiliar topics, as well as for clarification of ideas and for comprehension check. The study further indicates that the examinations and tests of English medium subjects do not assess what is exactly intended to be assessed (subject matter), but instead they assess English language. In addition, empirical evidence shows that language is a factor for students’ achievements in that students performed considerably better when the subjects were assessed in Kiswahili compared to the same subjects assessed in English. The findings further reveal that Kiswahili is suitable to be used as a sole language of learning and teaching in secondary schools of Zanzibar. Based on these findings, the study recommends that the use of Kiswahili in English medium subjects should be officially recognised and students should be given options of the language of assessment as an urgent step. Furthermore, given the urgency of the need for improving students’ performance, it is now high time to introduce Kiswahili medium of instruction secondary schools in Zanzibar which should co-exist with English medium of instruction secondary schools.
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Wild, Justin. "Perception and use of Tanzania's Language of Instruction Policy in a Rural Ordinary Level Secondary School| Translating Qualitative Data into a Quantitative Instrument Measuring the Foreign Language Environment." Thesis, Indiana University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10931398.
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In Tanzania, the debate surrounding language of instruction has been rekindled with an announcement in February of 2015 that the language of instruction would be changed from English to Kiswahili in Ordinary Level secondary schools. European languages have perceived economic benefits, while researchers in cognitive learning argue foreign languages of instruction are often detrimental to a child’s learning. However, this debate is studied largely at the national and international levels. This dissertation research investigates perceptions of language of instruction in a rural school community using critical theory, the theory of communicative action, and a language ecology framework. Qualitative analysis of community foreign language learning resources and a construct modeling approach was used to create and pilot a quantitative instrument in several rural secondary school communities for the purpose of measuring and acknowledging foreign language learning resources in a rural school community. Findings revealed participants’ cultural attachment to Kiswahili in tension with the high utilitarian value they place on knowing the English language. Few participants believed there are many resources for learning English in or outside of school. Findings from the survey using descriptive analysis and item response theory revealed that few items captured the variability of the construct within the sample, yet exposed possible weaknesses and offered direction for further, future investigation. This study concludes with a discussion of the findings in relation to the theories and framework guiding this study, as well as a discussion of the child’s right to learn.
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Forrest, Scott N. "Making sense of exit exam policies: A phenomenological study of English language development teachers." ScholarWorks, 2010. https://scholarworks.waldenu.edu/dissertations/828.
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There is a lack of understanding regarding how sensemaking could be incorporated into a professional development program to improve teacher quality and student achievement. The lived experiences of high school English language development teachers as they interpret English language development and one state's high school exit exam instructional policies were explored in this phenomenological study. The conceptual framework that supported this study is based on the theory of sensemaking, the processes by which educators interpret and implement policies. The participants were English language development teachers of English learners who have not yet passed the exit exam. Data were collected through in-depth interviews and artifact collection. An analysis of participants' responses was conducted which lead to the disclosure of themes related to sensemaking. The findings of the study indicated teachers' interpretations and implementations of instructional policies are not in line with the intentions of the policies. Contributing to positive social change, this study provided a better understanding of teacher sensemaking and its potential to transform professional development, improve teacher quality, and increase student achievement. The study includes recommendations for professional development programs including developing standards-based outcomes, supervising policy implementation, defining roles and responsibilities, and building teacher capacity.
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Pattisson, Y. Joy. "The influence of teacher identities on teachers' perspectives towards the incoming Dual Language Policy in Abu Dhabi secondary schools." Thesis, University of Sussex, 2014. http://sro.sussex.ac.uk/id/eprint/50495/.
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As part of an extensive education reform programme, Abu Dhabi Education Council (ADEC) is currently introducing a Dual Language Policy (DLP) in which English, maths and science are to be taught fully through the medium of English while other subjects are taught through Arabic with the goal of producing biliterate school graduates. The DLP has already been implemented in Grades 1-6 and it is hoped that it will be migrated into secondary schools by 2015. The success of any major educational policy innovation is dependent on professional support at many levels, including that of teachers. For this reason it is important to explore teachers' perspectives of the policy and how the policy might be in alignment or conflict with their professional identities. This study has adopted a discursive understanding of identity and a post structural theoretical framework. Using semi-structured interviews, observations and documentary analysis, this study sought firstly to explore the primary discourses which shape Emirati female secondary school maths teachers' professional identities. It then identified their perspectives on the DLP before exploring how their identities explained these perspectives. The research found that the importance of childhood experiences in education, gendered roles, Islam, professional roles, relationships with students and their perspectives of society's view of them as secondary maths teachers were key aspects of participants' professional identities. It also found that teachers had fragmented identities resulting in mixed perspectives on the DLP. In some regard, this resulted in positivity towards the policy although simultaneously they felt their identities were threatened by it, causing them to view its implementation with caution. These threats were clustered around three main areas relating to pedagogic beliefs, their work ethic and linguistic and nationalistic discourses. A significant finding of this study was that the participants held differing views regarding the principles behind the DLP. Some teachers had accepted the policy ideologically, having adopted a position which assumed the neutrality of English, while others expressed strong views against the encroachment of English in education and society more generally. Nevertheless, there was agreement across the participants that while English was necessary in 21st century Abu Dhabi, it must remain a second language. While this is the stated intention of the DLP, teachers expressed limited awareness of how Arabic is being protected and promoted by ADEC, causing further animosity towards the policy. By adopting a post structural position, this research demonstrates the complexity of the situation as teachers find themselves caught in the intersection of multiple, and often conflicting, discourses. It shows that contrary to the prevailing belief, teachers are neither powerless nor passive but are exercising their power, at the micro level, through acts of negotiation, resistance and subversion. By drawing attention to these teachers' discursive positionings, ‘framing discourses', such as those related to patriarchy, Islam and linguistic imperialism, are highlighted. These are shown to both shut down and open up possibilities of being (Keddie, 2011), emphasizing the limited space these subjects have to manoeuvre in. By exploring the construct of teacher identities in the Emirati context and relating it to the practical aspect of policy implementation, this study aims to highlight its relevance to education reform and contribute to a gap in the field. It is hoped that through this, teacher identity will become a more significant part of the educational discourse in this region, disrupting the continued epistemic privilege of Western-informed views of education.
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Mwipopo, Marko. "Secondary School Graduates’ Personal Experiences in the Context of English-only Language of Instruction Within and Outside the School Setting in Tanzania." Thesis, University of Oregon, 2016. http://hdl.handle.net/1794/20498.
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DISSERTATION ABSTRACT
Marko J. Mwipopo
Doctor of Philosophy
Department of Education Studies
June 2016
Title: Secondary School Graduates’ Personal Experiences in the Context of English-only
Language of Instruction Within and Outside the School Setting in Tanzania
This dissertation documents the experiences of secondary school graduates in Tanzania who were instructed primarily through the English language. The study specifically examines the extent to which the English language facilitated or impeded the participants’ learning. This issue is important because Tanzania’s main educational goal at the secondary level is to build an egalitarian nation under the Education for Self Reliance (ESR) philosophy, advocated by J. K. Nyerere in 1967.
The study employs symbolic interactionism as its primary method and utilizes frameworks and ideas from such fields as indigenous education and bilingual education. Works of scholars such as Frantz Fanon guided my work. The main focus of the study was to determine how Tanzanians see the language of instruction policy as relating to opportunity among students in secondary schools, i.e., whether Tanzanians frame the Swahili language as a problem, a resource, a right, or some other way, and how these language issues influence the cultural, economic, and political life of Tanzanians. Do Tanzanians see the Swahili language as a source of unity or divisiveness, as a means to some particular goals, or as a cause that needs to be fought for?
This dissertation consists of five chapters. Chapter I includes a brief description of the historical background of Tanzania and emphasizes ESR, the principle and core philosophy guiding Tanzanian education after independence. Chapter II is a literature review and an examination of the design of contemporary Tanzanian education and the problems and challenges faced by that system. Chapter III covers research methods used in my research, including an explanation of setting and context, analysis, and interpretation. Chapter IV presents findings of the study, including thematically grouped quotes and my interpretation of the quotes, grouped according to the three main views on Swahili and English languages. Chapter V bridges the research questions to the findings and reflects on the implications of the study and related literature for educational practice and policy in Tanzania.
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Warren, Markita C. "The Function, Culture, and Currency of Language for Black Americans in Education." Cleveland State University / OhioLINK, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=csu1595271578275912.
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Goossens, Sue. "Embracing and rejecting multilingualism: A linguistic ethnographic study of policy negotiation in an urban secondary school with a multilingual project." Doctoral thesis, Universite Libre de Bruxelles, 2020. https://dipot.ulb.ac.be/dspace/bitstream/2013/318225/5/Contrat.pdf.
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This dissertation investigates language policy in a Dutch-medium secondary school in Brussels. The school in question endeavours to implement a language policy in which languages other than Dutch are formally included, which is in stark contrast to their peers, who often implement a strict, Dutch-only policy in order to respond to the increasing linguistic diversity and “Frenchification” in Brussels Dutch-medium education. This thesis addresses the question of how the teachers negotiated such a pro-multilingual language policy in this setting. The research is designed as a (socio)linguistic ethnographic case study based on a conceptualisation of language policy as (1) operating on different levels; (2) consisting of three components; and inseparable from the social world in which it is effectuated. The study combines ethnographic field work and participant observation with interview data, linguistic analyses of interactional data, document analysis and analyses of elements of the linguistic landscape to gain insights into the nature and extent of the school’s unique pro-multilingual project. Although the school profiles itself as an institution which aims to prepare its pupils for future educational and professional success by increasing their language skills, the school’s policy declarations harbour an ambivalent stance vis à vis multilingualism. In terms of individual teachers’ perceptions and practices, then, we demonstrate that they, too, voiced contradictory sentiments and displayed behaviour in the classroom which was at once welcoming of pupils’ use of linguistic resources other than monolingual Dutch, and restrictive of it.Doctorat en Langues, lettres et traductologie
info:eu-repo/semantics/nonPublished
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Tan, Hui May. "Changing the language of instruction for Mathematics and Science in Malaysia: the PPSMI policy and the washback effect of bilingual high-stakes secondary school exit exams." Thesis, McGill University, 2010. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=86622.
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This longitudinal study examines a change in the language of instruction for Mathematics and Science (M & S) subjects from Bahasa Malaysia (BM) to English in Malaysia. This policy, known by the acronym of PPSMI, has two objectives: to promote student learning of M & S, and also to increase students' proficiency in English. The Education Ministry also chose to create a washback effect by introducing a bilingual high-stakes secondary exit exam.The study uses a framework which combines the perspectives offered by literature on educational change, content-based instruction (CBI) and washback in language testing to examine PPSMI. The research questions are interested in exploring upper secondary Math and Science teachers (MST) perceptions of the policy and the bilingual exams; in finding out what changes in MST classroom practices, how the changes occur and why; and also in determining what the washback effects of the bilingual exit exam are. It also looks at whether there are significant differences between urban and out-of-town MST in relation to all these aspects. A mixed methods approach is used for data collection and data analysis.
The results point to the complexity of educational change processes. They indicate that classroom implementation of this policy is affected by multiple factors such as MST's English proficiency, the language proficiency and academic ability of their students, MST beliefs about language in teaching content, MST perception of themselves as subject teachers and the school's linguistic environment. The study found that while the English SPM exams exerted a strong washback effect throughout the two-year cycle, the BM version created a washback effect specifically among out-of-town MST at the approach of the secondary exit exam. It also found that although PPSMI places the emphasis on both content and language, MST tended to focus on teaching content. The findings contribute to the literature on educational change, washback in language testing, and CBI and bilingual education.
Cette étude longitudinale examine un changement dans le langage de l'enseignement des matières Mathématique et Science (M & S) du Bahasa Malais (BM) à l'anglais en Malaisie. Cette politique connue sous l'acronyme PPSMI, a deux objectifs : promouvoir l'apprentissage des M & S chez les étudiants, et aussi améliorer leur compétence en anglais. Le Ministère de l'Éducation a aussi choisi de créer un effet de retour (washback) en introduisant des examens de sortie du secondaire (SPM) bilingue aux enjeux importants pour des éleves.
L'étude utilise un cadre de travail qui combine les perspectives offertes par la littérature sur le changement éducationnel, enseignement de langue basé sur le contenu (CBI) et washback en test de langage pour examiner le PPSMI. Les questions de la recherche visent à explorer les perceptions des enseignants de Mathématique et de Science (EMS) du haut secondaire quant à ladite politique et aux examens bilingues; pour trouver ce qui change dans les pratiques des (EMS), comment les changements surviennent et pourquoi; et aussi déterminer quels sont les effets washback de l'examen de sortie bilingue. L'étude regarde aussi s'il existe des différences significatives en relations avec tous ces aspects entre EMS urbains et en régions. Une approche de méthodes mixtes est utilisée pour la collecte et l'analyse de données.
Les résultats mettent en relief la complexité du processus de changement éducationnel. Ils indiquent que la mise en oeuvre en classe de la politique est affectée par de multiples facteurs tels que la compétence des EMS; la capacité langagière et l'habilité académique de leurs étudiants; les croyances des EMS regardant la langue dans l'enseignement du contenu; la perception d'eux-mêmes des EMS comme enseignants de sujets et l'environnement linguistique de l'école. L'étude démontre qu'alors que la version anglais du SPM faisaient usage d'un fort effet washback tout au long du cycle de deux ans, la version BM créa un effet washback spécifiquement parmi les EMS en régions à l'approche du examen de sortie. Elle fait aussi valoir que tandis que le PPSMI mettait l'emphase sur les deux : contenu et langue, des EMS tendaient à se concentrer sur l'enseignement du contenu. Ces trouvailles contribuent à la littérature sur le changement éducationnel, sur le washback dans les tests de langues, CBI et l'éducation bilingue.
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Eliadou, Annita. "Responding to student diversity : a study of the experiences of 'foreign-speaking' students in secondary schools in Cyprus." Thesis, University of Manchester, 2014. https://www.research.manchester.ac.uk/portal/en/theses/responding-to-student-diversity-a-study-of-the-experiences-of-foreignspeaking-students-in-secondary-schools-in-cyprus(9795babb-b3b2-4fdf-8c33-170bf0c352f5).html.
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This thesis examines the responses of the educational system of Cyprus to increasing student diversity. The study it reports was set in a sensitive socio-political context, within which the previously homogenous Greek-Cypriot society faced an unprecedented and unanticipated rise in net migration rates from the mid-1990s. The need to respond effectively to the challenge of increasing population diversity and to issues of ethnic, linguistic, religious and cultural diversification was evident within the wider Cypriot society, and was reflected within the educational system. Despite this, there is an identified gap in knowledge and research on the topic of increasing student diversity in Cyprus. With these concerns in mind, the research focused on exploring the experiences of secondary school students of ages 11-14, who had recently arrived in Cyprus and were categorised as foreign-speaking. The aim was to explore factors hindering and promoting these students’ inclusion in schools through identifying barriers and resources to their presence, participation, achievement and socialisation. The study used a qualitative exploratory case study design. Data were collected in three secondary schools through a multi-method approach that considered the views of various school stakeholders, particularly the “voices” of foreign-speaking students regarding their school experiences. Data analysis involved the constant comparative method which allowed the consistent scrutiny of findings from various research methods using a theoretical framework based on the idea of inclusive education. A model was developed and used to discuss the perceived barriers and resources to foreign-speaking students’ inclusion. Barriers and resources were identified as stemming from educational policy, educational practice in schools and classrooms, students’ traits and characteristics, and finally students’ home and community environments. The barriers created a context of inequality of opportunities for foreign-speaking students’ school experiences and future life achievement in comparison to their other classmates. The findings of the study provide a basis for evaluating exclusionary pressures that prevent foreign-speaking students from engaging meaningfully with their school lives equally to other classmates, and propose that inclusive education within the Cypriot educational context can have a wider scope that does not rest only with traditional research on special needs education. It also confirms the importance of conducting contextualised educational research on issues of inclusion, as relevant literature presents inclusive schools as organisations that should address challenges in reflection to their own cultural and political context. The thesis also suggests that the identified barriers and resources have implications for policy and practice that need to be addressed in order to adopt more inclusive educational pedagogies for foreign-speaking students, and considers it important that the formulation of any response should be informed in reflection to similar international studies. Its implication lies with identifying unused resources that could otherwise be mobilised to enhance schools’ response to increasing diversity. Finally, it makes recommendations for future research on the identified resources for promoting inclusion. Such research should be directed at further exploring the factors contributing to providing equal educational opportunities for all learners within an approach that promotes respect for diversity and considers diversity as a source of inspiration and learning.
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Seilstad, Brian Seilstad. "Adolescent Newcomer Programming in Superdiverse Contexts: Continua, Trajectories, Ideologies, and Outcomes." The Ohio State University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=osu1528875322142932.
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Alexander, Mariko Mizuno. "The Social Organization of High School Sojourner Experiences: At the Intersection between Corporate Transnationalism and Educational Processes." The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1397576060.
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Fobe, Mila Pamella. "Curriculum outcomes, teaching practices and learner competencies in isiXhosa in three Grahamstown schools." Thesis, Rhodes University, 2014. http://hdl.handle.net/10962/d1012072.
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This study looks at the curriculum outcomes, teaching practices and learner competencies in isiXhosa at three Eastern Cape schools and across three different grades, 7-9. It explores the link between language learning and teaching as well as the teaching strategies used within the classroom. In particular, the study seeks to analyse how isiXhosa is taught at three different levels of instruction, namely at Home Language (HL), First Additional Language (FAL) and Second Additional Language (SAL) levels. Qualitative methods were used, and the study took the form of interpretive case studies within the respective schools. The purpose of using multiple case studies was to investigate the reality within the three sites selected. The three schools had three extreme settings, in the sense that one of the schools is a rich isiXhosa environment and the other two schools are English environments. The tools used for data gathering were interviews, classroom observations, and an analysis of documents from the Department of Basic Education. Data was then presented and analysed in Chapter 4 and 5 against the backdrop of an extensive literature review in Chapter 2 as well as a detailed methodological approach as outlined in Chapter 3. One of the findings of this research indicates that in two of the schools the teaching culture is largely from a western perspective, whereas in one of the schools the learners are primarily isiXhosa speaking and teachers use a different linguistic approach to imparting knowledge. In the private and ex-Model C school it was found that a lack of exposure to isiXhosa is the primary cause of language problems for L2 learners. Secondly the L1 is not appropriately maintained or promoted in the school environment because it is presumed that learners are sufficiently exposed to their L1 at home. The research found therefore that in this particular schooling environment there is an inconsistency between the curricula that is taught in relation to the linguistic abilities of the learners, many of whom are mother tongue speakers of isiXhosa. Furthermore and more generally, it was found that teachers are still not well informed concerning South Africa’s Language-in-Education-Policy and there is a need for more inservice training that will focus on the nature of additional language acquisition in order to address the challenges of teaching these languages. The thesis concludes that extensive work needs to be done in order to reposition the teaching of isiXhosa at all three levels, but particularly at FAL level. This research shows that there is a disjuncture between the proposed curriculum/learning outcomes and the standards or levels achieved by the learners, more especially at FAL and SAL where oral proficiency in isiXhosa remains a challenge. Specific recommendations are contained in the final chapter of the thesis which also makes reference to the draft policy of the Ministry of Basic Education regarding the incremental introduction of the teaching of African languages from 2014 onwards. This thesis also makes takes as a point of departure the importance of multilingualism in a multicultural society such as South Africa where language is suggested as a strong factor in the fostering of social cohesion. It is for this reason that the thesis argues that the expert teaching of African languages, in this case isiXhosa, at both mother tongue and second language levels is of fundamental importance to the future of South African society.
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Mbude-Shale, Beryl Ntombizanele. "Exploring the correlation between language medium and academic achievement: a comparative study of the language of learning and teaching (LoLT) and mathematics results in the 2010 Grade 12 National Senior Certificate examinations in the Eastern Cape." Thesis, Rhodes University, 2013. http://hdl.handle.net/10962/d1001863.
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In 2009, of the 68,129 learners who wrote Matric, only 34,731 learners passed. In 2010, there was an increase in the provincial pass rate causing much excitement across the board. The reality was that of the 64,090 learners who wrote, only 37,345 learners passed. In 2010, a result below 50% was recorded for Mathematics and Physical Science nationally (DBE; 2011). Despite efforts by the Education Department to support MSTE; establishing Mathematics and Science schools, NGOs and HEIs giving extra Mathematics and Science support to students and teachers, the offering of Saturday classes and incubation camps, we still get minimal return on investment. This thesis analyses these results against the backdrop of language planning theory, particularly language-in-education policies, pre and post-apartheid. The correlation between language medium and academic performance in language (LoLT) and Mathematics of Grade 12 learners is explored. Worldwide the issue of low achievement in Mathematics by ESL students is of great concern (Cuevas, 1984). The 2004 Systemic Evaluation sample of learners was in Grade 6 then; in 2010 they wrote Grade 12. The purpose of the systemic evaluation was to provide an insight into the levels of learner performance in Maths, Natural Science and LoLT in Grade 6 (IPSER, 2006). A major finding of the IPSER was that language was an important factor related to learner achievement. A major disparity was observed in this research, that although the Eastern Cape performed below the national average in the three subjects evaluated, the learners for whom LoLT was the same as their home language obtained scores that were significantly higher than those whose home language was different from the LoLT. The provincial average for Mathematics was 23.40% compared to the national average of 27.80%. For LoLT the province scored 30.16 against the national score of 38.03%. Of interest in this study is a juxtaposition of the Matric results of this same group of learners in 2010 and see whether issues that came up then are still significant in mitigating achievement in Mathematics and Language (LoLT). Some research studies have been conducted in South Africa (Adler, 1998; Setati, 1996-2002; Moloi, 2006) identifying the vital role language plays in learning Mathematics, especially for English L2 learners. Building on research and findings of academics such as the late Alexander, Ramani, Joseph, Hendricks, Heugh, Dalvit, Webb and Murray, this thesis suggests that a mother-tongue-based-bilingual approach to education should be adopted as a matter of urgency
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Grugan, Cecilia Spencer. "Disability Resource Specialists’ Capacity to Adopt Principles and Implement Practices that Qualify as Universal Design at a 4-Year Public Institution." Wright State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=wright1526997302503817.
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Pronto, Lindon N. "Exploring German and American Modes of Pedagogical and Institutional Sustainability: Forging a Way into the Future." Scholarship @ Claremont, 2012. http://scholarship.claremont.edu/pitzer_theses/21.
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Rooted deep in Germany's past is its modern socio-political grounding for environmental respect and sustainability. This translates into individual and collective action and extends equally to the economic and policy realm as it does to educational institutions. This thesis evaluates research conducted in Germany with a view to what best approaches are transferable to the United States liberal arts setting. Furthermore, exemplary American models of institutional sustainability and environmental education are explored and combined with those from abroad to produce a blueprint and action plan fitting for the American college and university.
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Elalouf, Aurélia. "Histoire de la première nomenclature grammaticale officielle en France (janvier 1905 - avril 1911)." Thesis, Sorbonne Paris Cité, 2017. http://www.theses.fr/2017USPCA134.
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L’étude retrace l’histoire de la première nomenclature grammaticale officielle en France, depuis les premiers débats publics sur la nécessité d’une simplification et d’une unification terminologiques (à partir de janvier 1905) jusqu’à la promulgation des trois textes officiels que sont l’arrêté du 25 juillet 1910 (qui fixe la liste des termes grammaticaux dont la connaissance est exigible dans les examens et concours de l’enseignement primaire et de l’enseignement secondaire) ainsi que la circulaire du 28 septembre 1910 et la note du 21 mars 1911 (qui précisent la manière dont doit être mis en œuvre l’arrêté). L’étude soulève des enjeux politiques, théoriques et épistémologiques : la simplification et l’unification des nomenclatures grammaticales répond à la volonté de l’État d’améliorer la maitrise de la langue nationale et d’unifier son enseignement sur tout le territoire ; l’élaboration de la nomenclature révèle les problèmes posés par l’analyse des constructions verbales et de la phrase complexe au début du XXe siècle ; la réforme des nomenclatures met en lumière la tension entre un idéal terminologique et la réalité des pratiques. Ces enjeux croisent à tous moments des questionnements d’ordre didactique : sur la place d’un enseignement explicite de la grammaire dans l’enseignement de la langue, sur les relations que les savoirs scolaires entretiennent avec les savoirs savants ou encore sur les limitations imposées par ce qui peut être enseignéThis study recounts the history of the first official grammatical nomenclature in France, since the first public debates on the necessity of a terminological simplification and unification (from January 1905) to the promulgation of the three official texts that are the decree of the 25th of July 1910 (that fixes the list of the grammatical terms that have to be known in the exams and examinations of both primary and secondary educations) as well as the circular of the 28th of September 1910 and the note of the 21st of March 1911 (that both explain how the decree has to be implemented). The study raises political, theoretical and epistemological issues: the simplification and unification of grammatical nomenclatures encounter the State’s will to improve the command of the national language and to unify education on the entire territory; the elaboration of the nomenclature reveals the problems caused by the analysis of verbal constructions and the complex sentence at the beginning of the 20th century; the reform of the nomenclatures highlights the tension between a terminological ideal and the reality of practices. These issues consistently intersect with didactic questions: on the place of an explicit teaching of grammar in the teaching of language, on the relations that school knowledge has with academic knowledge or furthermore on the limitations imposed by what can be taught
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Briney, Carol E. "My Journey with Prisoners: Perceptions, Observations and Opinions." Kent State University Liberal Studies Essays / OhioLINK, 2013. http://rave.ohiolink.edu/etdc/view?acc_num=kent1373151648.
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Ausiku, Justus Kashindi. "An evaluation of the implementation of the Namibian language-in-education policy in the upper primary phase in Oshana region." Diss., 2010. http://hdl.handle.net/10500/4050.
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After independence, in 1990, the government of the Republic of Namibia perceived the need to replace
the old Language-in-Education Policy (LiEP) for schools with a new one that promotes the use of the mother tongue alongside English in schools and colleges of education. Consequently, the new
Language-in-Education Policy was implemented in all 13 educational regions. The aim of this study is
to evaluate the implementation of this policy in the upper primary schools in Oshana Region.
The findings of the study were analysed according to relevant literature to determine if they were in
line with the theories of language policy evaluation. At least five major findings emerged from this
study that are described in relation to relevant themes, namely; home language, language preferences,
language practices, policy awareness and government support. The study revealed that the majority of
learners in Oshana Region are Oshikwambi speakers, followed by Oshikwanyama speakers. In
addition, the majority of teachers who teach Oshindonga are also not Oshindonga speakers.
Furthermore, the study revealed that the majority of learners, teachers and principals preferred English
as LoLT to Oshiwambo. Another major finding of the study is that despite the fact that English is the
LoLT, both teachers and learners are still struggling to communicate in English. In general, successful
communication often takes place in Oshiwambo. The study revealed that the majority of teachers,
learners and parents are neither aware of the new LiEP nor were they consulted prior to its
implementation. In addition, the LiEP related materials are not available in most of the schools.
Finally, the study found that there is a serious shortage of textbooks and well qualified teachers in
African languages. This shortage of textbooks prevents teachers from giving adequate homework to
learners. Consequently, the LiEP cannot be successfully implemented.
A number of recommendations are made regarding the shortage of textbooks in Oshiwambo, the use
of the mother tongue as LoLT from Grade 1 to Grade 7 and the recognition of other Oshiwambo
dialects. Ongoing consultation and awareness should be a vital part of the review process.Linguistics
M.A. (Sociolinguistics)
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Kapenda, Hileni Magano. "Translating policy into practice: aspects of learner-centred classroom practices in mathematics in Namibia secondary schools." 2008. http://hdl.handle.net/11394/3645.
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Philosophiae Doctor - PhD"This study is guided by theories about educational policy implementation and their implications for teaching. These theories underline the notion that educational reform is a progress and it iv comes in cycles. According to Tyack and Cuban (1995), the first cycle (policy talk) is for diagnosing problems and for advocacy of solutions. It is followed by policy action; then actual implementation of the plan. The implications for these theories therefore imply that teachers play an important role in any educational reform and as such should be involved in any decision making and policy implementation in order to make any change in education a worthwhile process (Fullan, 2001; Helsby, 1999; Tyack and Cuban, 1995). This study focused on the implementation of the policy document Towards education for All: A development brief for education, culture, and training and its implications on mathematics teachers at secondary schools. The policy document highlights the main features of Learner-Centered approaches. Therefore, the aim of the study is to investigate how mathematics teachers implement Learner-Centered Education in Mathematics classrooms in Namibia..."
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Sitwala, Josephine Ntelamo. "Language maintenace in the Malozi community of Caprivi." Thesis, 2010. http://hdl.handle.net/10500/4035.
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Silozi is one of the local languages of Namibia with over 200 thousand mother-tongue speakers. The aim of this study is to examine the language situation in the Malozi Community of Caprivi and to identify the factors influencing the maintenance of Silozi in Namibia. The following factors were identified as relevant to the maintenance of Silozi: education, media, religion, contact situations, cultural activities and language loyalty. Despite the strong influence of English in education and increased use of English bythe younger generation, the findings indicate that Silozi is likely to survive for several generations into the future. The study reveals that a high percentage of both young and old use more Silozi in the domain of home, neighbourhood and church than English. It is evident that Silozi will continue to be used as a functional language in Caprivi for many years to come.Linguistics
(M.A. (Sociolinguistics))
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"Giving the Students a Voice: Surveying Students about Arizona's Structured English Immersion Restrictive Language Policy." Doctoral diss., 2011. http://hdl.handle.net/2286/R.I.9373.
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abstract: This study explores the relationship between restrictive language policies and dropout influences for language minority students. It furthers understanding of factors related to school attachment and restrictive language policies through an analysis of student's attitudes towards their imposed curriculum. Few studies to date have addressed English language learners' (ELLs') attitudes toward school, especially when schools enforce highly restrictive language policies, and the implications of these student perceptions as related to students' level of attachment to school in general. This study addresses this gap. It investigated middle and high school ELLs' and reclassified (RC) students' attitudes toward school, their aspirations for the future, and the language program in which they are or were recently enrolled within the state of Arizona. Using Erickson's analytic induction method and employing descriptive statistics, t tests, and hierarchical multiple regression, 2,264 students were polled from urban school districts in Arizona. The 85-question survey was comprised of demographic questions and attitude items as measured on a 5-point Likert scale. Results indicate some students are not satisfied with the four-hour block and that many students are aware of the negative implications involvement in the four-hour block can incur. Findings also show that language minority students are not receiving an equal education in regards to their curriculum. More importantly, considering policies and practices of schools as a factor, especially those which are restrictive language policies, is important in better understanding ELL and RC students' attachment to school and the potential impact of these policies on the likelihood of language minority students dropping out of school in the future. Policy implications are discussed.Dissertation/Thesis
Ph.D. English 2011
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Mabiletja, Matome Meriam. "An evaluation of the implementation of the new language-in-education policy in selected secondary schools of the Limpopo Province." Diss., 2008. http://hdl.handle.net/10500/2073.
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The elections of the democratic government in South Africa in 1994 led to the formulation of the new Language-in-education policy (LiEP), which was adopted by government in July 1997. This study evaluated the implementation of this policy in selected secondary schools of the Limpopo Province. In making this evaluation the study wanted to answer the question: How should schools implement the new LiEP in Limpopo Province?
The major findings of the study are that the new LiEP remains largely ignored and unimplemented in Limpopo Province. The status quo remains unchanged in most schools and English and Afrikaans continue to be the language of learning and teaching (LoLT) in all schools investigated. The study therefore argues that there is a serious discrepancy between policy and practice. The study concludes by making recommendation to address the problems identified and to provide guidelines on how the policy may be implemented in Limpopo Province, such as the gradual phasing in of African languages as LoLTs.Linguistics
M.A. (Specialisation in Sociolinguistics)
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"Post-colonial discourses in education, language and secondary school textbooks of English in Hong Kong." 2002. http://library.cuhk.edu.hk/record=b5891172.
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Keung Yuen-kwan.Thesis (M.Phil.)--Chinese University of Hong Kong, 2002.
Includes bibliographical references.
Abstracts in English and Chinese.
Abstract --- p.i-ii
Acknowledgments --- p.iii
Introduction
Chapter Chapter One --- "The Two Curricula, England and Hong Kong" --- p.9-31
Chapter Chapter Two --- Language Discourse and Local Education Policy --- p.32-45
Chapter Chapter Three --- Local Research on Cultural Identity --- p.46-54
Chapter Chapter Four --- Local Identity as Constructed in School Textbooks --- p.55-74
Conclusion --- p.75-80
Bibliography --- p.81-101
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Mudzanani, Ndiimafhi Nelson. "Effect of language of instruction on learners in secondary schools in Vhembe district, Limpopo Province." Thesis, 2009. http://encore.tut.ac.za/iii/cpro/DigitalItemViewPage.external?sp=1000255.
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M. Tech. Education Tshwane University of Technology 2009.Determines the effect of language of instruction (LOI) on the performance of learners in Vhembe District, Limpopo Province. The findings revealed that language of instruction has an effect on the performance of learners. There is difference in the performance of learners who use mother tongue as medium of instruction compared to those using second language as medium of instruction. The government practices and peoples perception on the issue of language of instruction in African schools are the main factors hindering the introduction of African languages as medium of instruction in African schools. Recommendations were made that the Department of Education must support the constitutional right to equality of all languages by encouraging local language use in all the activities in local state institutions. The retraining of educators and translation of English books into African languages is to be done as matter of urgency.
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"「中學敎學語言政策」對學校內部影響的硏究." 2001. http://library.cuhk.edu.hk/record=b6073820.
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黃美美.論文(哲學博士)--香港中文大學, 2001.
附參考文獻.
中英文摘要.
Available also through the Internet via Dissertations & theses @ Chinese University of Hong Kong.
Electronic reproduction. Hong Kong : Chinese University of Hong Kong, [2012] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Electronic reproduction. Ann Arbor, MI : ProQuest Information and Learning Company, [200-] System requirements: Adobe Acrobat Reader. Available via World Wide Web.
Mode of access: World Wide Web.
Huang Meimei.
Lun wen (Zhe xue bo shi)--Xianggang Zhong wen da xue, 2001.
Fu can kao wen xian.
Zhong Ying wen zhai yao.
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Mokgwathi, Tsaona Mathula. "Role of code-switching in teaching and learning in selected senior secondary schools in Botswana." Thesis, 2011. http://hdl.handle.net/2263/24824.
Full textAbstract:
This qual-quan case study investigated the role of code-switching (CS) in education in four senior secondary schools in Botswana. CS is a communicative strategy used in many places, including Botswana, during formal and informal social occasions. CS also occurs in education; however, its occurrence is viewed as a somewhat problematical phenomenon – that it signals the speaker’s lack of proficiency in the Language of Learning and Teaching (LoLT). The study also investigated if CS in the classroom contravenes the country’s Language-in-Education Policy (LiEP), which states that English is the medium of instruction throughout the education system (Botswana Government White Paper No.2 of 1994). The study found that CS occurrence in teaching and learning has positive and negative educational effects. However, its use has adverse implications for the LiEP of Botswana. Consequently, recommendations are made on the effective use of CS and on the revision of the LiEP. The study is divided into nine chapters. Chapter One is the introduction and covers: Botswana’s language situation, including the status of English generally and in education in particular, the statement and analysis of the problem, research questions and the importance of the study. Chapter Two gives a comprehensive review of the literature on CS generally and CS in education in particular. The key words are: code-switching, code-mixing, borrowing, nonce-borrowing and re-borrowing / double-plural. Botswana’s LiEP is also discussed with respect to language planning, education and educational development. Chapter Three discusses the research design and the data-collection methods. These include: the research sites, sample selection and sampling procedures, data-collection instruments and their administration, and the independent and dependent variables used in data-collection. The importance of pre-testing the research instruments, ethical aspects observed and problems encountered during the data-collection stage are also highlighted. The role of the University of Pretoria’s Statistics Department is also explained. Hymes’ mnemonic of SPEAKING used in the analysis of the qualitative data is also described. Chapter Four presents the quantitative analysis of the respondents’ demographic details, and highlighting the differences and similarities identified. Chapters Five and Six present the results from the quantitative analysis of the teachers’ and learners’ data. The former presents the teachers’ evaluation of the learners’ language proficiency in class; the latter presents the learners’ subjective self-evaluation of their own English proficiency and their evaluation of teachers’ proficiency in English. Furthermore, both chapters respectively present the teachers and learners’ views on the role of English, Setswana and other indigenous languages in education as LoLT, and their attitude towards CS in education. The significance or the non-significance of the analyzed results is also presented. Chapter Seven presents the results from the qualitative analysis of the data (through the application of Hymes’ mnemonic of SPEAKING) obtained through lesson observations. Chapter Eight deals with the interpretation and discussion of the results through answering the main research questions. Chapter Nine presents the study’s summary, conclusions and recommendations on CS in the classroom and on Botswana’s LiEP. The study’s limitations and implications for further research are also discussed.Thesis (DPhil)--University of Pretoria, 2011.
Afrikaans
unrestricted
40
Gamedze, Makhosazana. "Policy change and curriculum alignment : exploring the perceptions of language department heads in Swaziland’s underprivileged schools." Thesis, 2015. http://hdl.handle.net/10500/20194.
Full textAbstract:
The notion of a curriculum that is relevant, aligned and properly implemented has prevailed in Swaziland as indicated by the change from a content-led curriculum to a skills-driven one. The process of curriculum alignment as being the cornerstone of educational relevance and development has prevailed since the country’s independence. In the 21stCentury, the process culminated in the development and implementation of the Swaziland General Certificate of Secondary Education curriculum at senior secondary school level. This thesis traces the process of ensuring that the SGCSE curriculum is aligned in local contexts through descriptive analyses of the critical post-implementation developments of eight schools in the Shiselweni region. The perceptions of language heads of departments (HoDs) in underprivileged settings are described. Established constructs for the curriculum to be aligned in the contexts are reviewed and local language department heads’ perceptions on curriculum alignment are analysed. The strengths and shortfalls of their attempts in aligning the curriculum in their contexts of implementation are highlighted. Recommendations for future development are then suggested.
The purpose of the study was to describe the perceptions on policy change and curriculum alignment of language department heads from underprivileged schools in Swaziland. An examination of their documents showed that the HoDs applauded curriculum alignment. After interviews, it was revealed that the HoDs viewed alignment of the curriculum in the local context to be a strategy of ensuring that the curriculum was successful in the context of implementation. Language department heads in the schools believed that the government had a major role to play in ensuring institutional commitment towards the directives that the government itself was issuing, before the school principals could do anything. The HoDs also believed that there was a need for administrative support in the form of support from the principals of the schools, followed therein by a fundamental need for cross-departmental cooperation and support from the community within which the schools are located. Departmental teamwork was also considered essential for success.
It was therefore concluded that aligning the curriculum was extremely frustrating in that while the HoDs were aware of the local needs of students, it was also clear that local curriculum decision-making could not take place effectively without external support from the governing body, the Ministry of Education. It was recommended that the Ministry of Education should deal directly with the HoDs with regard to issues relating to curriculum interpretation and implementation.Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)
41
Gumede, Ntokozo Theophilus. "The reasons why rural secondary schools educators of KwaZulu-Natal are reluctant to use English as a medium of instruction." Thesis, 2003. http://hdl.handle.net/10413/1916.
Full text
42
Nyangiwe, Bulelwa Lynette. "The language-in-education policy and attitudes of learners, educators and parents towards English or/and isiZulu as the language of learning and teaching : the case of selected secondary schools in Durban Metro in KwaZulu-Natal province." Thesis, 2004. http://hdl.handle.net/10413/9088.
Full textAbstract:
South Africa has undergone many political changes since the apartheid era. A
recent one has included the adoption of a new language-in-education policy
recommending, among other things, the use of African indigenous languages as
languages of learning and teaching (LOLT). The country has moved into a
system in which learners and schools are entitled to choose their preferred
LOLT. However, there have been few concrete changes to accommodate this
choice. In particular, the above language-in-education policy has not yet been
adequately implemented in schools.
This study investigates learners', educators' and parents' attitudes towards the
use of English or /and isiZulu as the medium of learning and teaching in Durban
in KwaZulu-Natal province. I ascertain if there are similarities and differences, if
any, in the responses of the three groups of stakeholders from two secondary
schools. I also demonstrate the implications of the attitudes of these
stakeholders for the implementation of the current language-in-education policy.
Lastly, I make recommendations that will assist language policy makers
regarding the current language-in-education policy.
The study shows that there are mixed feelings regarding the LOLT issue. It was
found that the respondents largely favour the use of English as the medium of
instruction, yet some of the responses are self-contradictory, in that they
simultaneously want isiZulu to be used as early as grade 1 as LOLT. Most
respondents still envisage a future where English will continue to have political,
educational, social and economic power over isiZulu.
There is thus an urgent need for the Department of Education to review the
current language-in-education policy and address issues that might be hindering
its implementation. The policy is likely to fail unless some intervention strategies
are taken to address these problems. It is hoped that this study will help to
highlight issues that can be further investigated in this area.Thesis (M.A.)-University of KwaZulu-Natal, Durban, 2004.
43
Kafu, Hazel Bukiwe. "Challenges in teaching IsiXhosa home language in rural Eastern Cape secondary schools." Thesis, 2018. http://hdl.handle.net/10500/26683.
Full textAbstract:
The purpose of this study was to investigate the challenges in teaching IsiXhosa home language in rural secondary schools. Learners from Grades 8 to 12 perform poorly in IsiXhosa grammar, essay writing, literature and oral work. The researcher sampled 40 learners from each of two senior secondary schools, eight parents and eight IsiXhosa subject specialists (two district based and six school based) to take part in the research. Data for this study were collected during cluster moderations in one of the secondary schools by using document analysis, interviews and questionnaires.
Qualitative and quantitative methods were used by the researcher to analyse IsiXhosa results from Grade 8 to Grade 12. Analysis of documents such as mark schedules and marks for formal and informal tasks gave evidence that learners perform poorly in grammar, literature, oral work and essay writing. Scarcity or non-availability of distinctions (levels 6 and 7) in Grade 12 final exams as well as in Grades 8 to 11 proves that the language demands special attention for its teaching and learning in the secondary classroom situation; the conclusions were therefore drawn and recommendations made.Curriculum and Instructional Studies
D. Ed. (Curriculum Design and Development)
44
Blumfield, Brian Alfred. "A historical review of the assessment of English Home Language at senior secondary school level in KwaZulu-Natal." Thesis, 2008. http://hdl.handle.net/10500/2412.
Full textAbstract:
The National Curriculum Statement (NCS) heralds the beginning of a new curriculum for Grades 10 to
12 in South Africa. Underpinned by the South African Constitution, and based on the tenets of
Outcomes-based Education, the NCS seeks to provide contextually-relevant education for all South
African learners, so that they are able to embrace inevitable change. Although the NCS highlights the
importance of assessment, an analysis of the English Home Language (EHL) NCS reveals tensions
between policy and practice. This study attempts to contextualise the role of relevant assessment for the
21st century. It then proceeds to engage in a historical evaluation of assessment within the NSC in terms
of how assessment was conducted in the former Natal Education Department, a liberal education
department within former apartheid South Africa. The conclusions drawn from the evaluation are used
to provide recommendations to relieve the tensions identified within the EHL NSC.Educational Studies
M.Ed.
45
Sithole, Zamani Lawrance. "Exploring challenges of everyday English language words in learning physical sciences in Gauteng-East townships secondary schools." Diss., 2019. http://hdl.handle.net/10500/26243.
Full textAbstract:
This study, which explores the challenges of everyday English language words in learning physical sciences in Gauteng-East townships secondary schools highlights the difficulties that learners encounter in learning and developing scientific concepts and vocabulary. The study was conducted in four township secondary schools. A questionnaire consisting of 25 multiple choice items, as well as a semi-structured interview were used to collect data for this study. Descriptive statistics was used to analyse quantitative data while qualitative protocol was used to analyse qualitative data. The overall percentage mean scores of correct responses in the questionnaire for schools W, X, Y and Z were 47.2%, 56.9%, 55.2% and 57.2% respectively, which indicated that participants in the study have limited knowledge of everyday English words, when used in a science context. There was no significant gender discrepancy in terms of performance. In-depth analysis of the results revealed that the underlying difficulties were as a result of participants’ relative levels of proficiency in the English language, lack of precision in the use of this language, misreading, and confusion in terms of the use of words. Furthermore, the results were consistent with earlier findings from other countries as reported by various authors. The findings will contribute to knowledge about effective classroom instruction and teacher education from the perspective of language in science.Kulolu cwaningo, kuhlolwa izinselelo zokusebenzisa amagama asetshenziswa nsuku zonke welimi lwesiNgisi ekufundeni iSayensi ezikoleni zezinga lesibili, emalokishini wabantu abaNsundu empumalanga neGauteng. Kuvezwa ubunzima obuhlangabezana nezingane zesikole ekufundeni nokuthuthukisa umqondo weSayensi nesilulumagama. Uphenyo lwenziwe ezikoleni ezine zasemalokishini. Imibuzo yayiquketwe izinhla ezingamashumi amabili nanhlanu lapho obuzwayo ezikhethela impendulo ekuyiyo, kanye nesinga nhlolokhono yasetshenziwa ukuthola ulwazi oluningi mayelana nalolu phenyo. Izibalo ezichazayo zisetshenziswe ukuhlola ubuningi, kanye nobuqotho kulandelwa umgudu wocwaningo wolwazi olutholakele. Kuvelile emva kophenyo ukuthi izimpendulo ezishaye emhlolweni ngokwamaphesenti kuzikole W,X.Y kanye no Z ngu 47%, 56,9%, 55.2%, kanye 57.2% ngokulandelana kwazo. Lokhu kubonisa ukuthi, abantwana banolwazi oluncane kakhulu ekusebenziseni amagama wesiNgisi asentsheziswa nsukuzonke ukufunda iSayensi. Kubuye kwatholakala futhi nokuthi awukho umehluko ohlukanisa ngobulili babafundi ophawulekayo ngokusebenza kwamagama esiNgisi. Kuphinde kuvele futhi ngokuhlaziya okunzulu, ukuthi kukhona ukwentuleka kwekhono elimini lesiNgisi, nokuthi abafundi abakwazi ukusebenzisa amagama ngendlela eqondile, babuye bafunde ekungeyikho, kanye nokudideka uma besebenzisa amagama. Okunye futhi okuvelayo, yikuthi lemiphumela ihambisana ncamashi neminye imiphumela evela kwamanye amazwe njengoba kubikwe abalobi abahlukene. Lokhu okuvelayo kuzosiza ukulungisa ukufunda kanye nokuqeqesha othisha, mayelana nukufundisa iSayensi ngolwimi lwesiNgisi.
Hierdie studie, wat die uitdagings van alledaagse Engelstalige woorde in die leer van Fisiese Wetenskappe in sekondêre skole in informele woonbuurte in Gauteng-Oos verken, beklemtoon die uitdagings wat leerders teëkom in die leer en ontwikkeling van wetenskaplike begrippe en taalgebruik. Die studie is uitgevoer in vier sekondêre skole in informele woonbuurte. ‘n Vraelys bestaande uit 25 veelvuldige-keuse items, tesame met ‘n gedeeltelike-gestruktueerde onderhoudskedule, is gebruik om data in te versamel vir hierdie studie. Beskrywende statistiek is gebruik om kwantitatiewe data te ontleed, terwyl kwalitatiewe protokol aangewend is om kwalitatiewe data te ontleed. Die algehele persentasie gemiddeldes van korrekte response op die vraelys vir skole W, X, Y en Z was 47.2%, 56.9%, 55.2% en 57.2% onderskeidelik, wat aangedui het dat die deelnemers aan die studie beperkte kennis gehad het van alledaagse Engelstalige woorde om in ‘n wetenskaplike konteks te gebruik. Geen noemenswaardige geslagsongelykheid in terme van prestasie is bevind nie. Indiepte ontleding van die bevindinge toon dat die onderliggende uitdagings die resultaat van deelnemers se relatiewe vlakke van taalvaardigheid in Engels, ‘n gebrek aan presiesie in die gebruik van die taal, gebrekkige leesvaardigheid en verwarring rondom die gebruik van woorde weerspiëel. Die resultate was verder in lyn met vroeëre bevindinge van ander lande, soos deur verskeie outeurs gerapporteer. Die bevindinge sal bydra tot kennis rondom effektiewe klasonderrig en onderwysersopleiding uit die oogpunt van wetenskaplike taalgebruik.
Science and Technology Education
M. Ed. (Natural Science Education)
46
Gora, Ruth Babra. "Perception and attitude towards the study of African languages in Zimbabwean high schools : implications for human resources development and management." Thesis, 2014. http://hdl.handle.net/10500/14412.
Full textAbstract:
The study sought to explore perception and attitude towards the study of African
languages in high schools and the resultant implications on human resources
development and management. The research basically explored the diverse perception
and attitude that prevail towards African languages in African countries in general and
Zimbabwe in particular.
The descriptive survey research design was used mainly for its effectiveness in
exploratory research. Participants were drawn from selected high schools and
universities in Zimbabwe. Questionnaires, interviews, focus group discussions and
documentary analyses were used to collect data. Data gathered were then subjected to
both qualitative and quantitative analyses for triangulation purposes.
Major findings indicated that the perception and attitude towards the study of African
languages in Zimbabwean high schools is generally negative. English language is
preferred to and valued more than African languages. Such perception and attitude
determine choices of programmes of study at tertiary level and the selective channeling
of people into specific professional fields. Consequently, that impact on the
development and management of potential human resources in professions related to
African languages.
The current language policy in Zimbabwe has no clear instrument that defines the place
of African languages in the curriculum and work place as is the case with English. The
choice of language to study at high school is thus determined by fossilised perception
and attitude towards languages in general, coupled with lack of career guidance on the link between African languages and related career opportunities, in the belief that
English is the gateway to success. The study clearly reveals that it is the Zimbabwean
education system that should realize the potential of schools as agents of change in
improving the status of African languages. Hence the study advocates restructuring of
the curriculum.
Proposals and recommendations to re-engineer the Zimbabwean curriculum so that
indigenous African languages are made compulsory up to ‘A’ level were made. Such a
bold move would uplift the status of African languages and at the same time improve
perception and attitude towards their study as well as indirectly, but positively, impacting
on human resources development and management in related disciplines.African Languages
D. Litt. et Phil. (African Languages)
47
Ntshangase, Sicelo Ziphozonke. "The impact of linguistic colonialism on academic achievements of Zulu learners in KwaZulu-Natal." Thesis, 2014. http://hdl.handle.net/10500/19654.
Full textAbstract:
In theory, the South African government advocates additive bilingual education over subtractive bilingual education. However, this study shows that subtractive bilingual education supersedes additive bilingual education mainly because the official African languages of South Africa are being marginalised and not utilised as languages of teaching and learning in schools. The majority of isiZulu speaking learners in KwaZulu-Natal are underperforming academically under a subtractive bilingual educational system. The findings of this study acknowledge that there are numerous contributing factors to this problem, but the most obvious is that isiZulu speaking learners are compelled to write their examinations in English.
This study employed a triangulation approach where various literary sources were consulted to illustrate how English has emerged as a dominant language on the local and global stage, and how this has affected the status and use of minority languages.
Qualitative approaches were used to gather data from Grade 10 to 12 isiZulu speaking learners who attend the so-called 'Black schools' in the district of Pinetown, in KwaZulu-Natal. Questionnaires and experimental tests were used as the main instruments for gathering data from learners. One-on-one interviews were conducted with educators and other relevant stakeholders. The observation technique was also utilised to monitor the behaviour of isiZulu speaking learners in both affluent and previously disadvantaged schools.
By examining Cummins’ interdependency hypothesis (1979, 1996 and 2000) as a theoretical framework, this research study has proven that the continued use of English as the only language of teaching and learning in South African ‘Black schools’ has a negative impact on the academic achievements of the KwaZulu-Natal isiZulu speaking learners.
The study, therefore, calls for the introduction of a language policy that will promote dual bilingual education where both isiZulu and English are used as the languages of teaching and learning throughout the KwaZulu-Natal isiZulu speaking learners’ scholastic years. The study has proven that this approach to education will facilitate better understanding of the subject matter and thus curb the high failure rate, especially in the so called 'Black schools'.African Languages
D. Litt. et Phil. (African Languages)
48
Bam, Nicola Rose-Anne. "The role of INSET in promoting multilingualism in Western Cape schools : a case study." Diss., 2001. http://hdl.handle.net/10500/18056.
Full textAbstract:
The promotion of multilingualism is one of the aims of the new language-in-education
policy. It is a phenomenon which is reflective of our multilingual society. However, the
means by which it is being promoted at school level needs to be investigated in light of
the additive bilingualism model that has been stipulated in the language-in education
policy.
This dissertation focuses on a school in the Western Cape which offers many languages
and is trying to meet the needs of its learners. The way in which multilingualism is
experienced in the classrooms is observed from the learners, teachers and parents'
perspectives in the hope of describing how it takes place in a secondary school setting.
The ways in which teachers can promote multilingualism in the classroom are suggested
by offering practical multilingual strategies for teaching and learning. The role of INSET
in promoting multilingualism is also discussed.Educational Leadership and Management
M. Ed. (Educational Management)
49
Ditshego, Nthabiseng Jacintha. "Teaching English First Additional Language to grades 10 and 11 progressed learners to enhance communication proficiency." Diss., 2020. http://hdl.handle.net/10500/27055.
Full textAbstract:
Abstracts in English, Sesotho and XhosaThrough learner progression in South African primary and lower secondary public schools, many learners proceed to the Further Education and Training (FET) Phase without proficiency in English First Additional Language (EFAL), the language of learning and teaching (LoLT). Compelled by this challenge, this multiple-case study aimed to explore the lived experiences of grades 10 and 11 teachers in teaching progressed learners to enhance communication proficiency in EFAL. The study was informed by a qualitative research approach, embedded in a constructivist paradigm, guided by Vygotsky (1978) social development theory. Observations and one-on-one, semi-structured interviews were used to collect data from a sample frame of five grades 10 and 11 EFAL teachers in selected rural secondary schools and thematic analysis was used for data analysis. Findings revealed that in this era where learner diversity requires differentiated teaching that appeals to the needs of diverse learners, teachers hold on to the past training one-size-fits-all teaching methods. Consequently, teachers experience challenges related to lack of exposure to teach complex grades of able and progressed learners together. Among others, recommendations are made to policy makers that the Curriculum Assessment Policy Statement (CAPS) for EFAL be aligned with the needs of diverse learners. The EFAL teachers should also engage in a culture of reading and lifelong learning to empower themselves professionally in order to overcome challenges in the inclusive teaching of able and progressed learners who have barriers to learning the language.
Ka leano la ho fetisa baithuti leha ba sa atleha likolong tsa mathomo, le tse mahareng Africa Boroa, baithuti ba bangata ba fetela mokhahlelong oa thuto e phahameng ntle le bokhoni ba puo ea mantlha ea Senyesemane, puo ea ho ithuta le ho ruta. Ka ho susumetsoa ke qholotso ena, lipatlisiso tsena li entsoe ho hlahloba boiphihlelo ba mesuoe ea sehlopha sa leshome le leshome le motso o mong, ho ntlafatsa tsebo ea ho ruta ka Senyesemane. Boithuto bona bo ile ba etsoa ka lipatlisiso tsa boleng tse kenelletsang tataiso le khopolo ea ntšetso-pele ea sechaba ea Vygotsky (1978). Litebello le puisano tse hlophisitsoeng le mosuoe kapa mosuoetsana ka mong, li sebelisitsoe ho bokella lintlha ka ho qotsa le ho batlisisa ho mesuoe e mehlano ea puo ea mantlha likolong eleng Senyesemane. Ho khethiloe lihlopha tse bohareng le hlahlobo ea mantlha e sebelisitsoe ho shebisisa liphuputso. Se senotsoeng ke liphuputso tsena ke hore nakong eona ena eo barutoana ba hlokang thuto e ikhethang, e ipapisitseng le litlhoko tsa boiphihlelo ba bona, mesuoe e bonahala e tsitlalletse mokhoeng oa khale oa ho ruta, o nkang joalokaha eka barutuoa bohle bana le boinahano le boiphihlelo bo tšoanang. Ka lebaka leo, mesuoe e tobana le bothata ba ho ruta ka boiphihlelo baithuti ba atlehileng le ba fetisitsoeng ha ba kopa-kopane ka litsebo tse arohaneng. Mehato e nkiloeng ka boithuto bona e kenyeletsa ho eletsa baetsi ba manene-thuto hore Tokomane ea Leano la Lenane-thuto ea puo ea Senyesemane ea pele e lokele ho arabela litlhoko tsa baithuti ka bokhoni ba bona bo fapaneng, ‘me mesuoe e lokela ho ikoetlisa ho-ea-ho-ile e le ho ichorisa le ho itlhahlella thutong ea senyesemane e kenyelelitseng baithuti bohle le ba fetisitsoeng ba e-na le bothata ba puo ena.
Ngokuqhubela phambili kwabafundi kwzikolo zikarhulumente eziziiprayimari nezizezantsi ezikarhurumente, abafundi abaninzi baya kwinqanaba leMfundo ePhakamileyo noQeqesho ngaphandle kobuchule besiNgesi uLwimi lokuQala oLongezelelweyo, ulwimi lokufunda nokufundisa. Benyanzelwe ngulo mngeni, esi sifundo sinamacala amaninzi sijilise ekuhloleni amava aphilayo ootitshala beBanga le-10 nele-11 ekufundiseni abaqhubela phambili abafundi ukomeleza ubuchule bonxibelelwano kulwimi olongezelelweyo lesiNgesi. Olu phononongo lwalwaziswe ngendlela yophando olusemgangathweni, olungeniswe kwiparadise yabafundi, ekhokelwa yithiyori yophuhliso lwentlalo yaseVygotsky. Ukuqwalaselwa, udliwanondlebe olwenziwe ngamnye ngamnye eyakhelweyo, nohlalutyo lwamaxwebhu kwasetyenziswa ukuqokelela idatha kwisakhelo sesampula yootitshala abaLwimi abahlanu abakwiBanga leShumi elinanye ku-11 kwizikolo eziziisekondari ezikhethiweyo, kwaye nohlalutyo lobugcisa lwalusetyenziselwa ukuhlalutya idatha. Iziphumo zophando zibonisa ukuba ngeli xesha apho ukwahluka kwabafundi kufuna ukufundiswa okwahlukileyo okubonakalisa iimfuno zabafundi abahlukeneyo, ootitshala babambelela kuqeqesho lwangaphambili ngokweendlela zokufundiisa. Ngenxa yoko, ootitshala bafumana imiceli mingeni enxulumene nokungafikeli ekufundiseni amabanga anobunzima abafundi abakwaziyo nokuqhubela phambili kunye. Phakathi kokunye, izindululo zenziwa kubaqulunqi bomgaqo-nkqubo zokuba iNkcazo yoMgago-nkqubo woVavanyo lweKharityhulamu yolwimi lwesiNgesi oLongezelelweyo mayihambelane neemfuno zabafundi abahlukeneyo, kwaye ootitshala kufuneka bazixhobise kangangoko ukufunda ukuze bazixhobisele ukukwazi ukufundisa abantwana ngokwale mfundo iqukayo.
Curriculum and Instructional Studies
M. Ed. (Curriculum Studies)
50
Xiaobin, Zang. "A situação atual do ensino de chinês nas escolas do norte de Portugal." Master's thesis, 2015. http://hdl.handle.net/1822/35774.
Full textAbstract:
Relatório de estágio de mestrado em Estudos Interculturais Português/Chinês: Tradução, Formação
e Comunicação EmpresarialCom o desenvolvimento económico e crescente abertura da China ao mundo, o intercâmbio bilateral tem sido reforçado nos últimos anos. Cada vez mais portugueses desejam aprender chinês e conhecer aquela cultura milenar. No ano de 2006, a Universidade do Minho e a Universidade de Nankai iniciaram uma relação de cooperação em várias áreas, que culminou na criação do primeiro Instituto de Confúcio em Portugal. Com o aumento do número de docentes de chinês e o aperfeiçoamento de materiais didáticos, o ensino desta língua oriental na região norte do país alcançou já uma escala considerável. Testemunhei este processo do desenvolvimento e pretendo, através do presente relatório, dar a conhecer a situação do ensino de chinês na região norte de Portugal. Combinando a minha experiência de docência, com um inquérito realizado junto de 100 alunos portugueses, apontam-se os problemas mais comuns na aprendizagem de chinês dos alunos do ensino básico e secundário, deixando algumas sugestões para promover e melhorar este ensino.
With China's economic development and progressive opening to the world, bilateral relations have been reinforced over the past few years. Increasingly more Portuguese people want to learn Chinese and know all about the Chinese culture. In 2006, the University of Minho and the Nankai University started to cooperate in several areas, in order to establish the first Confucius Institute in Portugal. With the increasing number of Chinese teachers and the improvement of teaching materials, teaching Chinese already reached a considerable scale in northern Portugal. I've witnessed this process of development longing to, through the report, let readers know the Chinese teaching situation in northern Portugal. Combining my teaching experience with 100 inquiries made to Portuguese students, I will summarize the most common problems in learning Chinese and offer some tips in order to improve and promote this type of teaching.
随着中国经济的不断发展，中葡之间的贸易往来逐渐频繁。越来越多的葡萄牙 人希望学习汉语，了解中国文化。2006 年，葡萄牙米尼奥大学与中国南开大学合 作建立了孔子学院，并开始在北部的多所中小学校开设汉语课程。随着师资的逐步 增强与教材的不断完善，葡萄牙北部地区的汉语教学已经初具规模。我有幸亲身经 历了这一发展过程，希望通过本文让读者了解目前葡萄牙北部汉语课程开展的情 况，并且试图梳理出自己多年的教学体会和经验，结合调查问卷，以总结出葡萄牙 北部中小学生在学习汉语过程中存在的共性问题并提出改进建议。