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1
Steyn, Guida. "The transition of Grade 4 learners to English as medium of instruction." Diss., University of Pretoria, 2017. http://hdl.handle.net/2263/65469.
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The South African Language-in-Education Policy (LiEP) states that mother tongue should be the preferred medium of instruction in the Foundation Phase (grade R-3). Primary tuition is therefore currently offered in the 11 South African official languages. The challenge faced in South African schools that offer African languages in the Foundation Phase, is the fact that from grade 4 onwards, education is only available through the medium of English. This results in a vast number of learners having to make a transition in grade 4 to English as medium of instruction. In this qualitative study, I explored the experiences of teachers and learners in this transition. The context of this case study is a poverty-stricken and underdeveloped rural area. SiSwati is the language commonly spoken in this area and English is spoken, heard and read only in the classroom. Purposive sampling was done, including three grade 3 classes and their teachers, as well as the grade 4 learners and the teachers teaching siSwati, English and Mathematics. Data was collected through interviews, observations, document analysis and field notes. Conventional content analysis was conducted. Among the theoretical lenses adopted for the study was Krashen’s input-interaction-output model of second language learning. This informed the process grade 4 learners undergo in learning English as a second language and medium of instruction. The findings of this study revealed that the challenge regarding this transition is not the English language per se, but rather a deficient home language foundation and the quality of teaching offered. The learners’ age at the time of this transition also plays a significant role, as it affects their readiness to switch to another language. The implications of this study relate to the necessity of a solid mother tongue foundation and improved quality of teaching. It is suggested that the admission age in grade 1 be seven years and the actual point of transition prolonged.<br>Dissertation (MEd)--University of Pretoria, 2017.<br>Early Childhood Education<br>MEd<br>Unrestricted
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Slater, Brenche. "An analysis of lesson plan design for teaching ESL learners with limited English language proficiency / B. Slater." Thesis, North-West University, 2011. http://hdl.handle.net/10394/10359.
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According to the Constitution of South Africa (1996), as well as the Schools Act of South Africa (1996), everyone has the right to education in the language of their choice. The advantage of being educated in one’s home language is a well-known and accepted as a demonstrated fact (Oosthuizen, Rossouw & De Wet, 2004:22). Unfortunately, Oosthuizen et al. (2004:22) remark that the biggest problem in education today, is that home language education cannot be given to everyone in South Africa. As a result many parents choose English as the Language of Learning and Teaching (LOLT) for their children, since they believe English is the language of empowerment. Although English Second Language (ESL) learners pose a challenge to educators in the class, they still have a right to quality education. Therefore, thorough planning is essential to ensure that these learners are taught according to their needs. The primary aim of this research study was to determine if primary school educators designed their lesson planning to accommodate ESL learners with a limited English proficiency. The primary aim could only be determined if the following sub-aims were successfully analysed: *To determine through a literature investigation which specific language barriers ESL learners, with limited English language proficiency, experience during a lesson. *To determine through a literature investigation why lesson planning is important; *To determine to what extent educators accommodate language barriers to learning of ESL learners, with a limited English language proficiency, in their lesson plans. *To determine how educators reflect on their lesson plan, in order to determine whether ESL learners, with limited English language proficiency, coped with the lesson. *To establish which modifications, if any, educators make after reflection to accommodate ESL learners with limited English language proficiency in the follow lesson planning? A Qualitative research method was followed during the study. Data was collected for the research study by doing a document analysis and semi-structured interviews with primary school educators who are currently in the teaching profession and have ESL learners in their class. A convenience sample was used, where the nearest parallel medium school was chosen with participants readily available. The following findings emerged from the study: According to the literature study, the most common specific language barriers which ESL learners with limited English proficiency experience in the classroom are: *Experience it difficult to express themselves in English; *Educators disparity in language between learners and educators; *a limited English vocabulary; and *struggling with comprehension of English. Findings of the empirical study showed that the participants do not plan for accommodations for ESL learners who may experience barriers to learning. They indicated that since English is the LOLT of the school and because they feel that the learners should be proficient in the language they do not need to plan for possible misunderstandings or communication problems that could occur because of a language barrier. However, they did acknowledge that a limited vocabulary and ways of expression can cause communication problems.<br>MEd, Learner Support, North-West University, Vaal Triangle Campus, 2012
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Silfsten, Jemina. "Minäkin haluan oppia suomea! : Ruotsin peruskoulun suomen opetuksen kartoitus." Thesis, Mälardalen University, School of Education, Culture and Communication, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:mdh:diva-10194.
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<p>Suomen kieli on yksi Ruotsin vähemmistökielistä. Lain mukaan kaikki lapset, joilla on suomenkielinen tausta ja perustavat taidot suomen kielessä, ovat oikeutettuja suomenkielen opetukseen.</p><p>Tämä opinnäytetyö on pieni muotoinen kvalitatiivinen kartoitus Ruotsin peruskoulun suomen kielen opetuksesta. Teoria perustuu Ruotsin lakiin ja Ruotsin suomen kielen opetushistoriaan. Empiirinen osuus koostuu suomen kielen opettajien ja suomea opiskelevien oppilaiden haastatteluista sekä ruotsinsuomalaisen vapaakoulun rehtorin ja suomalaistaustaisen vanhemman kanssa käymistäni keskusteluista. Olen myös kysynyt usealta kunnalta suomen kielen opetuksen järjestelyistä ja sen toteuttamisesta.</p><p>Työn tavoitteena on kartoittaa suomen kielen opetuksen tämänhetkinen tilanne Ruotsin peruskoulussa. Eräs tutkimustulokseni osoittaa, että kunta ei tiedota tarpeeksi suomen kielen opetuksesta. Olen saanut myös selville, että pätevistä suomen kielenopettajista on pulaa Ruotsissa. Lisäksi olen todennut, että suomen kielen oppituntien pituus ei joissakin kunnissa yllä edes yhteen tuntiin. Kiertävien suomen opettajien työolot ovat stressaavia ja työpäivät koostuvat lähes pelkästään opetustunneista.</p><p>Kaikesta tästä olen tehnyt johtopäätöksen: suomen kielen opetuksen tilaa on parannettava laadukkailla opetustunneilla ja pätevillä opettajilla, joilla on hyväksyttävät työolot. Lisäksi opetuksen määrää täytyisi lisätä.</p><br><p>Finska är ett av Sveriges nationella minoritetsspråk. Enligt svensk lag har barn som har finsk bakgrund och grundläggande kunskaper i finska språket rätt till att få undervisning i finska.</p><p>I detta examensarbete presenterar jag en kort kvalitativ kartläggning av undervisningen i finska i den svenska grundskolan. Teoridelen bygger på förordningstexter och andra styrdokument samt litteratur om den historiska bakgrunden till dagens finskundervising i Sverige. Den empiriska informationen består av intervjuer av finska lärare och elever som läser finska samt diskussioner med en rektor i en sverigefinsk friskola och en förälder till ett barn som har ansökt om finskundervisning. Jag har även frågat flera kommuner om deras sätt att organisera och genomföra finskundervisning.</p><p>Syftet med detta examensarbete är att kartlägga finska språkets situation i dagens svenska grundskola. Ett av mina resultat är att kommunen inte informerar tillräckligt om finskundervisningen. Jag har också fått reda på att det råder brist på behöriga finska lärare i Sverige. Jag har även kommit fram till att finska lektioner i vissa kommuner är kortare än en timma. Ambulerande lärarna har stressiga arbetsförhållanden och arbetsdagarna består nästan endast av undervisningstillfällen.</p><p>Med hjälp av allt detta har jag kommit fram till följande slutsats: man måste förbättra villkoren för finskundervisningen med hjälp av högkvalitativ undervisning och behöriga lärare, som arbetar under acceptabla arbetsförhållanden. Dessutom bör undervisningstiden utökas.</p><br><p>Finnish is one of the Swedish minority languages. According to Swedish law children who have a Finnish background and basic knowledge of the Finnish language have a right to Finnish education.</p><p>In this Degree Project I present a short qualitative survey of the field of teaching of Finnish in Swedish primary schools. The theoretical frame work is based on Swedish law and the literature on the history of Finnish teaching in Sweden. The empirical data consist of interviews with Finnish teachers and their pupils and some discussions with a principal of the Sweden Finnish independent school and a parent for a child who had applied for Finnish education. In addition, several municipalities were surveyed about their plans forteaching Finnish.</p><p>The purpose of this study is to document the situation of the Finnish language in Swedish primary schools today. One of my findings is that municipalities do not provide adequate information about teaching in Finnish. A further finding is that there is a shortage of competent Finnish teachers in Sweden. I have also established that in some Swedish states schools the Finnish lessons are not even an hour long. The travelling teachers have stressful circumstances at work and workdays consist almost only of lessons.</p><p>From this my conclusion is that we have to improve conditions for Finnish language teaching with high qualitative teaching and with competent teachers who have acceptable working conditions. Furthermore teaching time should be increased.</p>
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Beukes, Johannes Daniel. "Language shift within two generations : Afrikaans mother tongue parents raising English mother tongue children." Thesis, Stellenbosch : Stellenbosch University, 2015. http://hdl.handle.net/10019.1/97150.
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Thesis (MA)--Stellenbosch University, 2015.<br>ENGLISH ABSTRACT: The community of Paarl, in the Western Cape, is traditionally Afrikaans-speaking. This research investigated whether a language shift has occurred in some middle-class communities in Paarl. Certain Coloured neighbourhoods were identified. The emphasis was also on whether Afrikaans-speaking parents chose to raise their children in English. It was found that a language shift, predominantly towards English, has indeed occurred where Afrikaans first language (L1) parents were raising their children in English. This finding differs from earlier studies by Anthonissen and George (2003) and by Fortuin (2009), in which only two or three families were studied, whereas this study engaged with 50 households. This study focused mainly on the parents and their views about their decisions.
Not only was the occurrence of a language shift confirmed, but the complexity of the matter was also highlighted. An attempt to preserve Afrikaans as heritage language was also noted.<br>AFRIKAANSE OPSOMMING: Die gemeenskap van Paarl, in die Wes-Kaap, is tradisioneel Afrikaanssprekend. Hierdie navorsing ondersoek of daar ’n taalverskuiwing in die middelklasgemeenskap in Paarl plaasgevind het. Die klem is ook laat val op die vraag of dit Afrikaanssprekende ouers is wat kies om hulle kinders in Engels groot te maak. Die bevinding was dat ’n taalverskuiwing wel plaasgevind het waar ouers met Afrikaans as moedertaal verkies om hulle kinders in Engels groot te maak. Die verskuiwing is derhalwe hoofsaaklik na Engels. Hierdie bevindings verskil van vroeëre studies deur Anthonissen en George (2003), asook Fortuin (2009), wat twee of drie spesifieke families ondersoek het; daarteenoor het hierdie studie 50 huisgesinne betrek. Die studie fokus hoofsaaklik op die ouers en hulle siening oor die rede vir hulle besluit.
Die studie het nie net bevestig dat ’n taalverskuiwing plaasgevind het nie, die kompleksiteit van die kwessie is ook uitgelig. Daar is ook waargeneem dat ’n poging aangewend word om Afrikaans as moedertaal te behou.
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Redhaa, Azal, and Jathal Asmael. "Use of digital tools in mother tongue language teaching From the mother tongue teacher's perspective." Thesis, Malmö universitet, Fakulteten för lärande och samhälle (LS), 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-30486.
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Abstract Syftet med studien är att undersöka hur modersmålslärarna använder sig utav digitala verktyg i undervisningen, samt att ta reda på fördelarna och nackdelarna med användning av digitala verktyg som läromedel i modersmålsundervisningen. Studien bygger på en kvalitativ undersökning, där sex modersmålslärare intervjuades och sex lektionsobservationer genomfördes. Resultaten analyserades med hjälp av ett analysverktyg. Analysverktyget heter SAMRmodellen, som handlar om hur informations- och kommunikationsteknik (IKT) används i lärandet. Resultaten visade att alla modersmålsläraren är positiva till att använda olika former av digitala verktyg. Det underlättar deras arbete samt främjar elevernas modersmål. Respondenterna har tillgång till digitala verktyg som kan lånas ut till elever och de får regelbundet kompetensutveckling om hur de kan undervisa digitalt. Det som framkommit i vår studie är att lärarna arbetar utifrån olika nivåer enligt SAMRmodellen, och att modersmålslärare jobbar med digitala verktyg för tre olika syfte: att söka information, att kommunicera och att presentera. Fördelarna med användningen av digitala verktyg var många. Digitala verktyg ökar elevernas intresse och motivation, erbjuder stora möjligheter för att variera undervisningen. Det underlättar uppföljning av elevernas arbete för att ge eleverna feedback och respons, vilket hjälper dem att utveckla sina arbeten. Digitala verktyg främjar elevernas lärande av sina modersmål. Nackdelarna var inte så många jämfört med fördelarna. De negativa upplevelserna var framför allt elever som gör annat vid datorerna under lektionen, vilket tar både tid och fokus från undervisningen. Vad gäller informationssökning så har en del elever inte tålamod att vara källkritiska. Nyckelord: digitala verktyg, IKT, modersmål, SAMR-modell.
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Swinney, Joan Ratzlaff. "Telling Stories (Out of School) of Mother Tongue, God's Tongue, and the Queen's Tongue: An Ethnography in Canada." PDXScholar, 1991. https://pdxscholar.library.pdx.edu/open_access_etds/1240.
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Histories give little attention to language dominance in school and community -- to the fact that the past one-hundred years of "One People, One Language, One School" attitudes, policies, and goals in Anglo-American schools and communities have brought with them the demise of Native-American languages, the disappearance of linguistic differences due to immigrant origin, the disvalue or stereotype of linguistic patterns derived from regional and ethnic variation, and the insistence on English as a mark of linguistic and intellectual virtue. Telling Stories (0ut of School) of Mother Tongue, God's Tongue, and the Queen's Tongue: An Ethnography in Canada gives attention to one such history. Told in Mennonite perspective and framed in Manitoba schools between 1890 and 1990, Telling Stories (Out of School) begins with tales of English-speaking Canadian insistence on and German-speaking Mennonite resistance to English-only language education policies in public and private schools serving a Mennonite speech community in southern Manitoba. The research problem links itself historically to a series of language education acts passed by the Manitoba Legislature, adjudicated by the Manitoba Attorney General, the Canadian Supreme Court, and the British Privy Council, and enforced by the Manitoba Department of Education -- all between 1890 and 1920. These English-only policies, deemed an expedient response to the question of how to unify English Canadians, French-Canadians, Aboriginals, and immigrants, abrogated the language education rights of all linguistic minorities. English prevailed in Manitoba schools until the 1960s. After the mid-1960s, though, the Canadian Parliament in concert with the Manitoba Legislature, the Manitoba Department of Education, and local public school districts re-affirmed Canada's English-French legacy as well as its multilingual, multicultural heritage with yet another series of language and language education acts -- the Canadian Official Languages Act of 1969, the Canadian Constitution Act of 1982, and the Canadian Multicultural Act of 1988. Today, the Canadian "Cultural Mosaic," or "Multiculturalism within a Bilingual Framework," dispels the "Melting Pot" myth borrowed from the United States at the turn of the century. And, the 1990 right to "language education choice" in Manitoba's system of public schools denies the 1890 rule of "One People, One Language, One School." To trace historical and recent developments in a Mennonite speech community associated with these policies, and subsequently with the contact of English, High German, and Low German” outside the classroom," the ethnographer -- an insider-outsider -- synthesizes the Hymes-type work in ethnographies of speaking and the Milroy-type work in language and social networks to examine the Ferguson-coined phenomenon of diglossia and the Fishman-extended relationship between societal diglossia and individual Bilingualism. Interviews with fifty-seven speakers, treated as a sequence of ethno-acts and ethno-events, are guided by the general question of sociolinguistic research -- who uses what language with whom, when, where, and why? Using Hymes mnemonic code of SPEAKING leads to the description of a shared history and a shared way of speaking as well as to insights into linguistic continuity, change, and compartmentalization. Telling Stories (Out of School) ends; with tales of an ethnic revival in Mennonite schools and community today -- with new voices speaking Low German High German, and English. While the present ethnography of a Mennonite speech community in Canada, framed in Manitoba schools between 1890 and 1990, should be regarded as impressionistic and preliminary, the fact remains -- language dominance does do something to the life of language in a community as does language education policy that attempts to "start where the child is ... linguisticallly."
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Desai, Zubeida Khatoom. "A case for mother tongue education?" Thesis, University of the Western Cape, 2012. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_6047_1333026993.
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<p>The question as to which language should be used as a medium of instruction in schools in multilingual societies is a controversial one. In South Africa, the question is often posed in binary terms: Should the medium of instruction be a familiar local language such as Xhosa or a language of wider communication like English? This study is an attempt to answer the above question. The study profiled the writing abilities of Grade 4 and Grade 7 pupils at Themba Primary, a school located in Khayelitsha in the Western Cape, in both their mother tongue, Xhosa, and in English, their official medium of instruction at school since Grade 4. Three written tasks, which consisted of a narrative piece of writing, a reading comprehension exercise, and an expository piece of writing, were administered to the pupils in English and Xhosa. The purpose of the exercise was to examine some of the implications for educational language policy of the differences in performance in the two languages. All the tasks were authentic, in that they were based on aspects of the pupils&rsquo<br>curriculum and written in the formal academic language pupils were expected to be exposed to in their respective grades. All the tasks were graded systematically under controlled conditions.</p>
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Romaniuk, Olena Oleksandrivna. "Mother Tongue Talk In Three Languages." Master's thesis, METU, 2010. http://etd.lib.metu.edu.tr/upload/12612349/index.pdf.
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Languages within one language family may be so closely related that their speakers often communicate, each using their own language. This phenomenon was investigated in African, Germanic and Romance languages and coined as semicommunication by Haugen (1966), and later became receptive multilingualism by Braunmü<br>ller (2002). This research attempts to find out if receptive multilingual communication is possible in Slavonic languages (Polish, Russian and Ukrainian). Besides, it was a great importance to define whether the success of communication is symmetric among the speakers of the mentioned languages. Finally, various cases of problematic understanding were analyzed with the main emphasis on the speakers&rsquo<br>strategies when they try to overcome reception problems. Methodically, 4 Russian-Ukrainian, 4 Polish-Ukrainian and 4 Polish-Russian conversations were recorded with the use of digital camera. Cases of problematic understanding were defined and transcribed with Exmaralda program, Partitur editor. Number of problematic utterances in relation to total number of utterances in discourse was the measure of communication success in each language constellation. In order to see the overall picture of how receptive multilingualism works in the three languages and in each constellation separately, the statistic research was done with SPSS program. The findings of the research revealed that receptive multilingual communication among Polish, Russian and Ukrainian speakers is generally successful, however, not symmetric with respect to understanding degree in different constellations.
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Chan, Sik-chee Eva. "Mother-tongue teaching in Hong Kong secondary schools." Hong Kong : University of Hong Kong, 2001. http://sunzi.lib.hku.hk/hkuto/record.jsp?B24533701.
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Roth, Dawn. "The European Language Portfolio : An assessment in Mother Tongue Teaching." Thesis, Linnéuniversitetet, Institutionen för språk och litteratur, SOL, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:lnu:diva-17352.
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The present study focuses on teacher’s attitudes to the European Language Portfolio (ELP) in mother tongue English programs. More specifically it will explore how effective the ELP and portfolio assessment are in mother tongue teaching inSweden. The aim is also to assess whether mother tongue English students perform equally well in the four language skill areas. This case study seeks to find the strengths and weaknesses of the ELP according to the teachers that are using the ELP as an assessment tool, as well as investigating previous evaluation materials used to identify achievement in mother tongue. For this purpose, a case study was conducted using semi-structured interviews with four English mother tongue teachers at theLanguageCenterin Göteborg (henceforth LCG). The teachers interviewed at the language center use the ELP assessment but do not actively use the other parts of the language passport. The LCG materials for the mother tongue ELP were adapted from the original ELP 6 to 16 years created for Österåker municipality by Iakovos Demetriádes in 2007. Mother tongue teachers in Göteborg have since identified a number of the ELP’s strengths, as well as some of its weaknesses. The ELP is compatible with the Swedish syllabus, which makes it easier to write a written assessment for each class from the 1st grade and up. There are however problems with individual teachers interpretation of ELP descriptors. These problems will be brought to light later on in this paper.
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Sundberg, Ulla. "Mother tongue - Phonetic Aspects of Infant-Directed Speech." Doctoral thesis, Stockholms universitet, Institutionen för lingvistik, 1998. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-40216.
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Phonetic aspects of mother-infant interaction are discussed in light of a functionalist Mother-infant phonetic interaction (MIPhI) model. Adults addressing infants typically use a speech style (infant-directed speech, IDS) characterized by, for instance, extensive suprasegmental (prosodic) modulations. This type of speech seems to interest young infants whose active experience with the spoken language appears to focus their speech perception on the phonological properties of the ambient language during the first year of life. This thesis consists of four articles discussing phonetic modifications at the suprasegmental, segmental and phonological levels, based on data from six Swedish mothersí IDS to their 3-month-olds. The first study concerns the tonal word accent 2 in disyllabic words, and shows how the lexical, bimodal, tonal characteristics of this accent are enhanced in IDS as compared to adult-directed speech (ADS). The second is a cross-linguistic investigation of vowel formant frequencies in Swedish, Am. English and Russian IDS. It shows that vowels like /i/, /u/, and /a/ are more clearly separated in IDS than in ADS, in all three languages. The third study addresses the voiced /voiceless contrast in stop consonants as measured by voice onset time (VOT) and shows that stop consonants seem to be poorly separated in early IDS samples. The fourth study investigates the quantity distinction in V:C and VC: sequences and indicates that this phonological contrast is well maintained in the IDS. Adult data are discussed within the MIPhI model, assuming that suprasegmental and segmental specifications in IDS follow different phonetic specification paths adapted to the infantsí capacities as these develop over the first 18 months of life. The adultsí phonetic adaptations appear to reflect a selective strategy of presenting linguistic structure in a ìgift-wrappingî that is attractive and functional for the infant.<br>För att köpa boken skicka en beställning till exp@ling.su.se/ To order the book send an e-mail to exp@ling.su.se
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Chan, Sik-chee Eva, and 陳惜姿. "Mother-tongue teaching in Hong Kong secondary schools." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2001. http://hub.hku.hk/bib/B31972354.
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Wong, Lai-ching Lillian. "Language attitudes in Hong Kong : mother tongue instruction policy and public perceptions /." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18685444.
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Botha, Charlotte. "Confronting Afrikaans diction challenges in non-Afrikaans mother tongue choirs." Thesis, Nelson Mandela Metropolitan University, 2014. http://hdl.handle.net/10948/d1020956.
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This study is an initial attempt to identify the most common Afrikaans diction challenges experienced by non-Afrikaans mother tongue speaking choirs, and to explore means of confronting these challenges. No dedicated source exists for choral diction in Afrikaans as a foreign language. This study reviews personal views and literature from various fields that would inform several key elements necessary for the creation of such a source. The primary data for this study was collected through study questionnaires, completed by expert choral conductors who are highly regarded for their success in teaching and performing Afrikaans diction in non-Afrikaans mother tongue speaking choirs, in performance settings such as the ATKV-Applous Choir Competition. Through its proposition of methods for the improvement of Afrikaans diction practices in the non-Afrikaans choral setting, the study promotes the prolific composition of Afrikaans choral literature, and its ubiquitous inclusion in choral repertoire both in South Africa and abroad.
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Lee, Brian King-tung. "The evaluation of mother tongue education policy in Hong Kong." access abstract and table of contents access full-text, 2008. http://libweb.cityu.edu.hk/cgi-bin/ezdb/dissert.pl?ma-sa-b22723183a.pdf.
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Thesis (M.A.)--City University of Hong Kong, 2008.<br>"SA 6903 MAPPM dissertation." "A dissertation undertaken in partial fulfillment of the requirements of the M.A. in Public Policy & Management, City University of Hong Kong." Title from PDF t.p. (viewed on Sept. 24, 2008) Includes bibliographical references.
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Leung, Wong Yuen-ching Susan. "Mother tongue job-related oral competency technical presentation training effectiveness through applied linguistics." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B20971539.
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Prinsloo, Dawn Lilian. "The right to mother tongue education a multi-disciplinary, normative perspective." Thesis, University of Port Elizabeth, 2005. http://hdl.handle.net/10948/365.
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The post-apartheid South African Constitution guarantees the children of this country “the right to receive education in the official language or languages of their choice in public education institutions where that education is reasonably practicable” (The Constitution of the Republic of South Africa, Act 108 of 1996, Section 29 (2)) (Juta’s Statutes 2003). Yet ten years into the new dispensation nothing significant has been done to alter a situation in which the majority of children are obliged to access their basic education largely through the medium of a second or even a third language — English. In contravention of both the intentions and the specific provisions of numerous legislative measures and policy statements, Government has made no serious or effective attempt to promote the use of any language other than English in South African schools nor to encourage language practices most conducive to the cognitive development and academic success of millions of non-English speaking pupils. To make matters worse, most of the children who enter the school system with very little knowledge of English and are expected to make an abrupt transition to that language as a medium of instruction after a totally inadequate three years are from impoverished households and communities still suffering the gravest effects of the discrimination and oppression of apartheid. They are often underprepared and seriously disadvantaged by their background circumstances when they enter the culturally strange and intimidating western-style education system. To heap on top of these disadvantages the burden of language practices in the classroom that hinder rather than facilitate their access to education is indefensible. When Macdonald asks, “ Are our children still swimming up the waterfall?” (Macdonald 2002: 111) she is not exaggerating. In these circumstances and if ineffective language teaching and inadequate use of the mother tongue as a medium of instruction can be shown to bar effective access to basic education of an acceptable standard, there are far more serious and far-reaching implications in terms of human rights than just the right to choice of language medium. Linguistic research into medium of instruction has tended to be isolated from evaluative legal approaches to minority language rights, children’s rights, education rights or other fundamental human rights. Insufficient attention has been given to the interrelationship between the various rights and the importance of local conditions and circumstances in any assessment of their relative weight and enforceability. Human rights cannot be seen out of context, and theory from various disciplines, such as politics, economics and linguistics may be invaluable in forming a fresh perspective on the right to mother tongue education and, indeed, to basic education in general. The principle of non-discrimination in education is generally recognised, to be sure, as is the importance of ensuring access to and quality of education (Strydom 1992/93:139), but the dependence of these factors on the most appropriate medium of instruction within the education system does not merit much attention in the literature. The right to basic education tends to be seen as separate from any possible right to choice of medium of instruction and the latter often merely as a question of convenience or preference, at best a qualified right (Oosthuizen and Rossouw 2001: 666), dependent on feasibility, numbers and available finance (Motata and Lemmer 2002: 111). In fact, the case for regarding the right to mother tongue education as a strong positive right in many contexts and countries does not appear yet to have been made. This study is theoretical in nature and constitutes an attempt to fill this gap by examining the findings and views of experts from various disciplines within the framework of current thinking on human rights issues. The development of a coherent framework within which to view the right to mother tongue education and government obligations in connection therewith might be of some value to policy makers in their efforts to plan improvements within the education system. The synthesis and possibly, to a limited extent, the development of theory from the relevant disciplines will be undertaken by means of a survey of the relevant literature, an analysis of not only local but also international legislation and policy documents and the weighing and balancing of conflicting evidence and contrasting viewpoints. Sources and contributions in each area will be discussed under the headings outlined in Chapter 3. First, however, I should like to provide an overview of the educational, political and economic context in which mother tongue education must be considered.
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Hernandez, Beatrice. "The dilemmas of Mother Tongue Education : The integration of curriculum theory and practice: Chinese Mandarin and Spanish mother tongue teachers’ experiences in Sweden." Thesis, Stockholms universitet, Institutionen för pedagogik och didaktik, 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:su:diva-158131.
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This study aims to gain a broader view, within the frame of a comparative international perspective, of the relationship and dilemmas between the theoretical visions of the curriculum and their applicability in practice by mother tongue teachers within the current organizational structures and given resources. The research uses a qualitative and comparative method and semi-structured interviews of ten mother tongue teachers, five Chinese Mandarin and five Spanish, teaching Compulsory School level 7 to 9 in Sweden. The interviews and dialogues with the teachers make it possible to see phenomenon from many different perspectives and build knowledge after the interpretation and exploration of their testimonies and experiences. The study is comparative and one can see that there are more similarities than differences among the interviewed Spanish and Chinese mother tongue teachers. Both groups defined MTE (Mothet Tongue Education) as essential in the lives of children and youths and mention aspects such as intellectual development, identity, and interculturalism linked to the labour market. Also the feeling of a sense of community with other cultures in the world would empower the students with a capacity for social relationships, tolerance, and understanding of different peoples. Thereafter I investigate if the mother tongue teachers find it difficult to interpret and implement the formulations of the SNAE (Swedish National Agency for Education) curriculum and the policies that govern their specific role in the school system. It also implies identifying some of the external, contextual factors that can affect the effective application of the curriculum. Concerning the curricular aspects, the conclusion is that many of the visions described in the texts are not compatible with the situation of mother tongue teaching or to the reality of the students. Organizational factors, incomprehension and lack of platform-based research affect negatively the ambitions of effective and equitable MTE in Sweden. In addition, these teachers are also preoccupied with the future of MTE in Sweden. The political discourse would appear to be driving Europe towards right-wing political ideas in which MTE would not be a priority.
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Wong, Lai-ching Lillian, and 黃麗貞. "Language attitudes in Hong Kong: mother tongue instruction policy and public perceptions." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1997. http://hub.hku.hk/bib/B31951533.
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Suner, Guler. "Modersmål : En undersökning om vad föräldrar med utländsk bakgrund har för syn på modersmål och modersmålsundervisning." Thesis, Södertörns högskola, Lärarutbildningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-8979.
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My intention with this study was to examine the concepts “mother tongue” and “mother tongue education” and how these concepts are understood by some parents. To reach this goal I’ve conducted a qualitative study, wherein I’ve interviewed eight parents with foreign backgrounds. The study is inspired by hermeneutics in its interpretation of results. From this study I can reach several conclusions. To begin with, all parents had a positive view of the mother tongue concept and mother tongue education. It is very important for their children. They need their mother tongue and mother tongue support to be able to communicate with others who speak the same language, and to strengthen their self confidence and achieve a strong personality and identity. Another thing the study shows is that there are some deficiencies in this area, for instance the insufficient amount of teaching hours, the unsuitable scheduling, large class sizes and mother tongue teachers not speaking the same dialect as the children. A third recurring result is the deficient communication between teachers and the parents in the study. The informants had a desire to improve these aspects to allow for the development of the childrens’ mother tongue.
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Nyangone, Assam Blanche. "Dictionaries as teaching instruments for mother tongue education : the case of Fang in Gabon." Thesis, Stellenbosch : University of Stellenbosch, 2006. http://hdl.handle.net/10019.1/1473.
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Thesis (DLitt)--University of Stellenbosch, 2006.<br>ENGLISH ABSTRACT: This dissertation attempts a study in the design of school dictionaries for their use in the
mother tongue or first language education. Pedagogical dictionaries have undergone
changes, which are also due to changes, which had taken, place in the teaching of the
mother tongue and in descriptive linguistics from the 1950s onwards. Features of the
pedagogical model also have been affected by the development in language-teaching
methodology. The teaching of the mother tongue is now less concerned with the
knowledge and critical exploration of texts than with competence in oral and written
expression.
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Nyangone, Assam Blanche. "Dictionaries as teaching instruments for mother-tongue education : the case of Fang in Gabong /." Link to the online version, 2006. http://hdl.handle.net/10019.1/1473.
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Wong, Mei-fong, and 王美芳. "Language policies and their effects on mother tongue education in HongKong and Singapore." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1991. http://hub.hku.hk/bib/B31950127.
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Kovács-Mazza, Jolán. "The effects of vocal music on young infants : mother tongue versus foreign language." Thesis, McGill University, 1996. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=24088.
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The purpose of this study was to investigate whether young infants would differentiate sedative vocal music in their mother tongue versus sedative vocal music in a foreign language. It was hypothesized that if infants did discriminate between the two languages, they would demonstrate a preference for their mother tongue. The responses of ten one- to four-day-old full-term infants were recorded by measuring their sucking rate while presenting lullabies. The infants were randomly and evenly divided into two groups. The first group heard four presentations of the mother tongue version followed by four presentations of the foreign language version. The second group heard the foreign language version of a lullaby followed by the same lullaby sung in the infant's mother tongue. A 5-second interval of silence was spaced between lullabies. The lullaby chose was Twinkle Twinkle Little Star. It was performed by a classically trained soprano, in English, French, and Italian, and Russian. Russian was chosen as the foreign language and English, French, and Italian covered the mother tongues for all infants in the study.<br>Results revealed that infants were not able to detect a difference between the mother tongue version of the lullaby as opposed to the foreign language version. However, the results of the present study may be attributed to an insufficient sample size and to the ineffectiveness of the methodology employed.
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Leung, Wong Yuen-ching Susan, and 梁黃婉靜. "Mother tongue job-related oral competency technical presentation training effectiveness through applied linguistics." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31945107.
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Huh, Cheong Rhie. "Sociocultural factors in the loss of one's mother tongue: The case of Korean immigrant children." CSUSB ScholarWorks, 1997. https://scholarworks.lib.csusb.edu/etd-project/1187.
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Janechek, Jennifer Anne. ""A machine to hear for them": telephony, modernism, and the mother tongue." Diss., University of Iowa, 2017. https://ir.uiowa.edu/etd/5781.
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My dissertation is the first project to situate the telephone in the context of Britain’s efforts to standardize the English language. I argue for a new understanding of literary modernism as profoundly influenced by advances in telephony and their recruitment for the imperial work of linguistic purification. Using a methodology that combines media theory, sound studies, disability studies, psychoanalytic theory, and gender criticism, I locate in the works of Joseph Conrad, George Bernard Shaw, T. S. Eliot, and Virginia Woolf a preoccupation with the fantasy of perfect sound reproduction that is always tethered to the mother tongue and its protocols of enunciation. By examining a range of Victorian and modern technologies from the ear phonautograph to the sound spectrograph, I trace the development of a telephonic literature between 1899 and 1941—a literature concerned with intelligibility, with the accurate registering and reproduction of sound. I recover the phonic subtexts of these works to show how they subject their readers to the sort of “audile training” required of early telephone users, whose practiced hearing and refined speech were needed to overcome the noise of the network. My project ultimately demonstrates how advances in communication engineering, motivated by racialized, gendered, and ableist ideals of linguistic and sonic purity, shaped modernist texts that endeavored to reproduce sighted sound. In doing so, it redefines literary modernism in terms of its ties with imperial media that assisted in the linguistic colonization of British subjects, revealing how the fantasy of a “pure, originary” mother tongue and fears of the degradation of English shaped a modernist aesthetic that negotiated between wanting to eradicate linguistic difference and desiring to embrace the “noise” inherent within all communication.
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Geisler, Steffi, and Sofie Axelsson. "Modersmålsstöd i förskolan : En studie om förskollärares möjlighet att ge modersmålsstöd för barn med annat modersmål än svenska." Thesis, Högskolan i Gävle, Avdelningen för utbildningsvetenskap, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-20973.
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Abstract The aim of the study was to examine how preschool teachers from two different municipalities are working with native language support. The method used in this study was a questionnaire survey were 58 preschool teachers participated. It has been shown in a study made in the USA by Galeano (2011) that families from other countries lose their native language faster during recent years than they did before, this may be because families let the English language dominate in the home instead of using their native language. When children start school they are offered mother tongue education, but often it’s not of much use since the students already have a basic speech in English (Galeano, 2011). A study conducted in schools in England showed that mother tongue education is deficient when students get questions on their native language but they choose to answer the teachers in English instead. This is one of the reasons how students lose the ability to speak their mother tongue but they still have the ability to understand what is being said (Cable, Drury & Robertson, 2014). This study shows that many of the preschool teachers that were questioned in the study did not have enough experience when it comes to working with native language support. The preschool teachers felt that they didn’t have good enough guidance to how the work with native language support should proceed in the best way. They couldn’t bring up the issues of language support with parents or answer their questions without double checking with the preschool heads or principals. Most of the preschool teachers know the importance of language support as it makes it easier for kids to become part of the preschool group and that they easier learn Swedish as a second language. Many preschool teachers had to take own initiatives to give children support in their native language, this because many preschools do not have access to mother tongue teachers or interpreter.<br>Abstrakt Syftet med studien är att se hur förskollärare från två olika kommuner arbetar med modersmålsstöd Undersökningsmetoden som användes var en enkätundersökning där 58 förskollärare deltog. Det har visat sig i studier bland annat i USA att familjer med andra ursprungsland förlorar sitt modersmål snabbare i dagsläget än de gjorde förr då familjerna låter det engelska språket dominera i hemmet istället för att använda sig av modersmålet. När barnen kom upp i skolåldern så erbjöds de modersmålsundervisning men ofta så räcker inte modersmålsundervisning till i skolan då eleverna redan har ett grundläggande tal i till exempel engelska (Galeano, 2011). En studie som gjordes i skolorna i England visade att modersmålsundervisningen är bristfällig då eleverna får frågor på respektive modersmål men att de svarar läraren på engelska istället för modersmålet. Detta bidrar till att eleverna tappar förmågan att tala modersmålet men att de fortfarande har kvar förmågan att förstå vad som sägs (Cable, Drury & Robertson, 2014). I följande studie kände många av förskollärarna att de inte hade någon riktig rutin kring arbetet med modersmålsstöd och de saknade bra vägledning till hur arbetet skulle gå tillväga på bästa sätt, de kunde inte själva ta upp frågorna kring modersmålsstöd med föräldrarna utan var tvungna att samtala med förskolechefer eller rektorer innan de kunde besvara föräldrarnas frågor. Samtliga förskollärare visste att det är viktigt med modersmålsstöd då det underlättar för barnen att komma in i verksamheten samt att de lättare lärde sig svenska som andra språk. Många förskollärare tar egna initiativ till att ge barnen stöd i deras modersmål då många förskolor saknar tillgång till modersmålspedagog eller tolk.
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Riches, Caroline. "The development of mother tongue and second language reading in two bilingual education contexts /." Thesis, McGill University, 2000. http://digitool.Library.McGill.CA:80/R/?func=dbin-jump-full&object_id=37819.
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The effects that various forms of bilingual education may have on children's reading development are of concern to parents and educators alike. In this thesis, I investigate the development of mother tongue and second language reading in two bilingual education contexts, and assess the effects of the language of initial formal reading instruction upon this development. This study examines children's reading within the home, classroom and community environments.<br>The research involved two Grade 1 classes mainly comparing the language of initial formal reading instruction. One site was a French immersion school offering a 50% English/50% French program in which initial formal reading instruction was in English. The second site was a French school, with a majority of anglophone students and initial formal reading instruction was in French. The participants in this study were 12 children from each class, their parents, and the classroom teachers.<br>Three main tools of inquiry were used: classroom observations were carried out in each of the two classes during the Grade 1 school year; samples of oral reading and retellings, in English and in French, were collected from the participating children for miscue analysis, and informal interviews were conducted with all the participants.<br>The analysis revealed that regardless of the language of initial formal reading instruction, the children's reading abilities developed in both languages. Children tended to feel more comfortable reading in the language in which they had been formally instructed but, despite this, meaning-construction was more effective in the mother tongue. Differences in reading abilities for both groups could be accounted for by limitations in knowledge of the second language rather than by language of initial instruction. Finally, children with initial formal reading instruction in the second language easily applied their reading abilities to reading in their mother tongue.<br>The conclusions drawn from this inquiry are that having supportive home and community environments, exemplary teachers and constructive classroom environments enables children to use their creative abilities and language resources to make sense of reading in two languages. It is the continuities and connections between these elements which enables children to transcend any difficulties arising from the fact that reading is being encountered in two languages.
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Nocanda, Mawethu Elvis. "The implementation of mother tongue instruction in a grade 6 natural science class." Thesis, Cape Peninsula University of Technology, 2012. http://hdl.handle.net/20.500.11838/1897.
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A mini-dissertation submitted in partial fulfilment of the requirements for the
Magister Educationis (M Ed)
at the
Cape Peninsula University of Technology, 2012<br>This mini-dissertation describes the difficulties faced by educators who teach Natural Science in Grade 6 using isiXhosa mother tongue instruction. The researcher has investigated how educators dealt with Natural Science terminology when they were teaching Grade 6. The sample consisted of 10 educators from 10 schools in Gugulethu who were teaching Grade 6 Natural Science. The researcher used a focus group interview of 10 educators from 10 schools in Gugulethu.
The researcher unpacked the issues of teaching Natural Science in mother tongue instruction, as it was the policy of the Western Cape Education Department (WCED). The researcher looked at the measures put in place by the WCED to pilot schools, such as resources and training of the educators. As a researcher I looked broadly and compared educational policies in other neighbouring countries, such as Mozambique and Swaziland, to South Africa. In a purposive sample, one was likely to get the opinions of one’s target population, but one was also likely to overweight subgroups in one’s population that were more readily accessible. Researcher also consulted some literature such as that of Baker, Alexander, Brock-Utne etc.
In conclusion, the researcher used exploratory studies for hypothesis generation, and by researchers interested in obtaining ideas of the range of responses on ideas that people had. However, in this study the researcher used the qualitative methods, with a focus group interview, to gather data on the implementation of mother tongue instruction in a Grade 6 Natural Science classes. The findings of the study seem to indicate that learners understand better if they are taught Natural Science in isiXhosa mother tongue. Therefore, recommendations pose a number of challenges to those committed in the implementation of mother tongue instruction in the Western Cape schools.
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Sobotker, Nicolette Leigh-Ann. "Psychology Masters students’ experiences of conducting supervised research in their non-mother-tongue." University of the Western Cape, 2018. http://hdl.handle.net/11394/6878.
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Magister Artium (Psychology) - MA(Psych)<br>Completion rates of postgraduate students are relatively low worldwide. Completion rates in South Africa are currently 20% for Masters students and 13% for Doctoral students. Differences between South African universities that are attributed to the political history and racially patterned ways of allocating resources and facilitating development have been identified by the literature. Recent student protests identified issues of access, representivity and language amongst others, as important concerns requiring redress. Research has shown that postgraduate graduation rates are higher among first language English speaking students than non-mother-tongue English speakers. This study utilized a collective case study design to explore the experiences of Psychology Masters students doing thesis work in their non-mother-tongue. The study was underpinned by a Social Constructionist framework. Participants were selected using purposive sampling. Semi-structured interviews were used to collect data and the transcribed interviews were analysed using thematic analysis. Measures such as, member-checking, inquiry audit, providing thick descriptions, and reflexivity were employed to ensure all four aspects of trustworthiness. Ethics clearance was obtained from the Human and Social Science Research Ethics Committee of the University of the Western Cape. Permission to conduct the study at the identified institution was obtained from the Registrar. The Ethics Rules of Conduct under the Health Professions Act were fully adhered to. Results indicated that participants struggled with conceptual thinking, reading, writing and speaking. Findings also illustrated that emotional support from family and friends is vital and highlighted characteristics of helpful supervisory relationships. On a latent level, three underlying forms of rhetoric were identified from participants’ descriptions of their experience. These are skill, power, and identity. These are discussed as products of the social structures and institutional practices that undergird them.
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Nagy, Krisztina. "English language teaching in Hungarian primary schools with special reference to the teacher's mother tongue use." Thesis, University of Stirling, 2009. http://hdl.handle.net/1893/1688.
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This thesis is a study of language use in English language classrooms in primary schools in Hungary. The focus of the study is on the use of the target language (English) and the mother tongue (Hungarian) by the teachers and the learners. The teachers are all Hungarian native speakers, with varying levels of competence and previous experience in communicative language teaching, and this presents a challenge to the adoption of a communicative approach to the teaching of English. The National Core Curriculum endorses the communicative approach, with the expectation that the target language will be used as much as possible. However, in practice, the mother tongue is widely used in these classrooms, both by the teachers and by the students. There is therefore a conflict between policy and practice: the policy is that the target language should be used wherever possible, whereas the practice is that the use of the target language is limited to predictable and routine contexts. It is this conflict which constitutes the central question which is addressed in this thesis: how do teachers resolve the conflict between what they are expected to do, and what they feel capable of doing. Data from classrooms and interviews were collected and analysed, using both quantitative and qualitative techniques. The focus of the analysis was on the amount and function of the use of the mother tongue by the teachers. Comparisons were drawn between teachers of Grade 4 pupils who started to learn English in Grade 1 and those who started in Grade 4. This analysis is complemented by evidence concerning the teachers‘ beliefs and understandings about the pressures and constraints which affect their teaching of English to young learners. The results suggest that the possibility of communicative language teaching in these classrooms is constrained by various factors, including the limitations in the children‘s cognitive capabilities and the proficiency level of the children, and the teachers‘ preference for using their previous methods which included grammar, translation and memorisation; also by curriculum requirements such as the use of the textbook, and the necessity to prepare the children for examinations. The implications of these findings for curriculum development in foreign language teaching in other comparable contexts are discussed.
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Newell, Daniel. "The "Mother Tongue" in a World of Sons language and power in The Earthsea Cycle /." Lynchburg, Va. : Liberty University, 2010. http://digitalcommons.liberty.edu.
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Cheikh, El Haddadin Amalia. "Tutoring in mother tongue; a tool for learning when the new language is not sufficient." Thesis, Malmö högskola, Lärarutbildningen (LUT), 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-31981.
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Många elever i Malmö har idag invandrarbakgrund, och svenskan är därmed ett nytt språk för dem. Här, mer än på andra skolor, är språket grunden för att bredda och fördjupa sina kunskaper. Syftet med mitt arbete var att undersöka studiehandledningen och vilken roll den har som åtgärd och redskap när språket inte räcker till för att kunna följa kursplanen, och när eleverna inte har tillräckligt stark språkbas som gör det möjligt att ta emot och bearbeta information och kunskap. Jag genomförde två undersökningar i två olika skolor i Malmö. Genom observationer, med hjälp av enkäter, intervjuer och samtal med alla inblandade i studiehandledningsprocessen undersökte jag studiehandledningens effektivitet som en lösning när språket inte räckte till, samt dess betydelse för elevernas språk- och kunskapsutveckling, och därmed deras självförtroende som i sin tur påverkar deras lärande. Undersökningen visade att de elever som erbjuds studiehandledning på modersmålet klarar sig bra i skolan, och upplever sina studier som lättare och roligare.
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Kesenci, Petra. "Tvåspråkighet i förskolan." Thesis, Södertörns högskola, Lärarutbildningen, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-26349.
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The purpose of my study is to examine how four teachers in a pre school believe they relates to and reasons about bilingualism. To be able to realize thisstudy, i proposed three issue following: How do the teachers in kindergarten relate to bilingualism? How do teachers in preschool reason around the work of bilingual children? What do teachers think about the educational environment in relation to language development?
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Ralushai, Moses Mpfariseni. "Tense and aspect taxonomies among Tshivhenda mother tongue speakers of English : implications for Black South African English." Thesis, University of Limpopo, 2015. http://hdl.handle.net/10386/1752.
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Thesis (M. A. (English Studies)) -- University of Limpopo, 2015<br>Whereas research has exponentially increased on the understanding of new varieties of English worldwide, there is a paucity of studies that have assessed the degree to which Black South African English is shared and understood across a wider spectrum of the Bantu language speaking communities in South Africa. Because of this, research has been inconclusive on causes and frequencies of identified linguistic properties of the variety. This study investigated the tense and aspect usages in English among mother tongue speakers of Tshivenda learners to develop a taxonomy of characteristic features, sources of production and frequency of occurrence in an educational context. The study focused more attention on the role of mother tongue substrate system which transfers its features to the target language.
After a contrastive analysis of the collected data, learners’ essays and storytelling, the findings of the study indicate that the occurrence of tense and aspect properties among grade 11 learners is first language (L1) induced and rule-governed. Secondly, the results show that the features occur with high frequency, suggesting that they are institutionalised. In particular, the study denotes that expressions of temporal reasoning follow the L1 grammatical structure that favours external formation to the verb phrase; i.e., verbal arguments are preferred to morphological conjugations.
Based on these findings, it is concluded that the logic of temporal reasoning, described as Bantu language logic as developed by Makalela (2004, 2007, and 2013), rather than grammatical forms, is transferred in the production of BSAE tense and aspect properties. When seen in this light, it is evident that BSAE cuts across different Bantu languages of South Africa, it has evolved towards being an endonormative variety, relying on its own internal logic (substrate forms) to be a new and distinct variety of English. In the end, recommendations for more robust and large scale studies in high prestige domains such as the media and institutions of higher learning are made for augmentation of these findings.
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hollowell, martina. "Kenyan elementary school teacher's strategies in a multilingual environment." Thesis, Umeå universitet, Institutionen för språkstudier, 2015. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-121780.
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This qualitative study looks into some Kenyan school teachers strategies in the multilingual environment they work in. The school of this study uses a foreign language as the medium of instruction, instead of the mother tongue culturally spoken by both teachers and students. It presents some of the strategies observed and at the same time looks closely into the possible positive and negative outcomes it has on the students learning. It also looks into the reason for why the medium of instruction is another than mother tongue and the cultural effects of this. By observations and interviews data has been collected and presented aiming to show the teachers thoughts about their working situation, and also their thoughts about their role in the classroom.
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Eriksson, Amanda. "Target Language Use during English Lessons for Young Language Learners." Thesis, Högskolan i Gävle, Avdelningen för utbildningsvetenskap, 2019. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-29799.
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One of the subjects in Swedish schools that has become increasingly important is the English subject. This study aimed to analyse what language teachers use in different situations in an English lesson. The study’s purpose was also to find out what reasons teachers gave for their choice of language use during English lessons. The method chosen for this study was a survey. The survey was published in Facebook groups intended for teachers. The results of the survey showed that when asking questions to pupils most teachers chose to use English whereas Swedish was mostly used when helping the students during exercises. The results also showed that teachers’ own experience was the main determining factor when teachers planned the lessons and what language to use.
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Colarieti-Tosti, Massimiliano. "The "best language" stereotype threat : A pilot study." Thesis, Södertörn University College, Lärarutbildningen, 2007. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-1215.
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<p>This work should be seen as a pilot study of the effect that the common-sense based statement that one understands and learns best in their best language has on pupils in Swedish schools.</p><p>A number of students have been given a mathematical test in the language they use for their normal school activities, and that is not their mother tongue. Some of them (approximately 50%) were led to believe this particular test to be language fair. Their average score on the test has then been compared to the average score on the same test of the remaining 50% students who considered the test a normal one. The difference in performance between the two subgroups has been interpreted with the help of the concept of stereotype threat.</p><p>This pilot study showed a trace of the hypothesised best language stereotype threat in a specific group of students and will hopefully serve as a guide for a larger work that could prove (or falsify) the existence of the best language stereo-type threat with statistical certainty, extend its range of applicability to a wider group of students and establish its size as compared to other related factors. A final caveat: This study is focussed on (and relevant only for those) students that perform their school activities in a language different from their mother tongue but that are fully operational in the teaching language.</p>
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Kwan, Chung-hin. "An investigation of English errors of Hong Kong secondary 1 and secondary 5 students and their relationship with mother tongue Cantonese transfer." Hong Kong : University of Hong Kong, 1997. http://sunzi.lib.hku.hk/hkuto/record.jsp?B18939326.
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Orlacchio, Valeria. ""Kompakt oförstånd?" : En studie om modersmålets plats i skolan." Thesis, Södertörns högskola, Lärarutbildningen, 2011. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-14505.
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View description: The purpose of this study is to investigate in what way the mother tongue language education integrates in a compulsory school activities and also which significance it has to the students who studies mother tongue language. My questions are following: How does the cooperation look like between mother tongue languages teacher, teacher and principal? How do students perceive the mother tongue language education? How does the mother tongue language education take place at the school? Method: This investigation is classified as a qualitative study and consists of theoretical points and empirical material such as interviews and observations. Based on hermeneutic view of tradition which means that I interpret all my material. Results: My results of this study is that the mother tongue language education does not integrate with the other school activities and the mother tongue language teachers does not cooperate with other teachers or principal at this school. The reason for this is mainly because the mother tongue language teachers work situation. I´ve also seen that language has to do with the creation of a personal identity. The students who studies mother tongue language education is generally happy with this type of education but agrees with that they only can use their mother tongue language outside school and at the mother tongue language education. Ann Ludvigsson writes in her thesis about how important it with the cooperation between teachers and how that can be good for the students development (Ludvigsson 2009:19-22).
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Becker, Charity Dawn. "Constructing the mother-tongue, language in the poetry of Dionne Brand, Claire Harris, and Marlene Nourbese Philip." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1999. http://www.collectionscanada.ca/obj/s4/f2/dsk1/tape9/PQDD_0016/MQ54604.pdf.
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Moreira, Maria Aparecida Rita. "The use of the mother tongue in the foreign language classroom of the Great Florianópolis (SC) region." Florianópolis, SC, 2001. http://repositorio.ufsc.br/xmlui/handle/123456789/81708.
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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro de Comunicação e Expressão. Programa de Pós-Graduação em Letras/Inglês e Literatura Correspondente.<br>Made available in DSpace on 2012-10-19T07:02:57Z (GMT). No. of bitstreams: 0Bitstream added on 2014-09-26T00:48:22Z : No. of bitstreams: 1
185018.pdf: 2617807 bytes, checksum: aaf746fae98b25879ffc2fb24f839baa (MD5)<br>O uso da língua materna no ensino de línguas é um assunto que não tem sido abordado por autores ligados a área da lingüistica aplicada. A tradução, uma forma de usar a língua materna na sala de aula, pode ser considerada uma exceção. Este estudo investiga o uso da língua materna num grupo de setenta e dois professores de inglês de escolas Estaduais da Grande Florianópolis. O objetivo deste estudo é conhecer, através das percepções desses professores (1) se eles desenvolvem atividades de tradução nas aulas: (2) que outros usos os professores fazem da língua materna; (3) quando eles usam inglês; (4) se eles pensam que a língua materna ajuda os alunos a aprenderem inglês e, finalmente, (5) porque eles usam a língua materna nas aulas de inglês.
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Shen, Jin. "Mother tongue reliance and avoidance strategies in second language learning : a study of English majors at four tertiary institutions in P.R. China /." Hong Kong : University of Hong Kong, 2000. http://sunzi.lib.hku.hk:8888/cgi-bin/hkuto%5Ftoc%5Fpdf?B23294541.
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Gurgel, Manoelito Costa. "Social representations of mother tongue teachers in initial training about the student teaching practicum." Universidade Federal do CearÃ, 2013. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=11139.
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Conselho Nacional de Desenvolvimento CientÃfico e TecnolÃgico<br>Cada vez mais, os professores vÃm exercendo um papel de destaque na ressignificaÃÃo das prÃticas de ensino-aprendizagem de lÃngua materna. Nesse contexto, os cursos de formaÃÃo continuada e inicial de professores de lÃngua materna vÃm sendo repensados. Nesta pesquisa, entÃo, identificamos e reconhecemos o acervo de representaÃÃes sociais (doravante RS) de oito estagiÃrias da disciplina de EstÃgio em Ensino de LÃngua Portuguesa do curso de Letras-PortuguÃs da UFC sobre o estÃgio de regÃncia, engendradas, mobilizadas e ressignificadas na e pela disciplina. Considerando a premissa de que o estÃgio à o espaÃo privilegiado de ressignificaÃÃo de representaÃÃes docentes, analisamos se hÃ, de fato, ressignificaÃÃes nesse espaÃo. Essa proposta à crucial para (re)pensarmos o estÃgio de regÃncia como etapa do percurso formativo do professor de lÃngua materna. Em uma abordagem discursiva e ideolÃgica das RS, na qual destacamos a funÃÃo da linguagem no engendramento e na circulaÃÃo de representaÃÃes,delineamos, a partir das tomadas de posiÃÃo das estagiÃrias frente ao objeto de representaÃÃo âestÃgio de regÃnciaâ, (re)veladas pelas modalizaÃÃes no seu discurso durante a interaÃÃo com os seus pares em grupos focais, os sentidos e os valores que elas, as estagiÃrias, atribuem ao estÃgio de regÃncia, antes e durante a disciplina. Para isso, apoiamo-nos nos quadros teÃrico-metodolÃgicos da Teoria das RepresentaÃÃes Sociais (MOSCOVICI, 1961, 1978, 2009 ; JODELET, 1984, 2001, 2005; DOISE, 2001 ), do Interacionismo SÃcio-discursivo (BRONCKART, 2006, 2008, 2009) e nos conceitos de grupo social e de ideologia (VAN DIJK, 1999, 2003, 2009). Como procedimentos de coleta de dados, adotamos um questionÃrio e dois Grupos Focais (doravante GFs), situaÃÃes de aÃÃo de linguagem em que as estagiÃrias se engajaram e mobilizaram suas RS sobre o estÃgio de regÃncia. Como categoria de anÃlise, adotamos as modalizaÃÃes (BRONCKART, 2009), pois materializam linguisticamente avaliaÃÃes e julgamentos. A partir da anÃlise das modalizaÃÃes, identificamos as tomadas de posiÃÃo do grupo frente Ãs atividades e Ãs prÃticas da disciplina. Em nossa anÃlise qualitativa-interpretativista, percebemos que as estagiÃrias representam o estÃgio de regÃncia, tanto antes quanto durante a disciplina, a) como aprendizagem da profissÃo e como aplicaÃÃo da teoria e de tÃcnicas de ensino, b) como feedback/avaliaÃÃo da prÃtica e c) como atividade final para conclusÃo do curso e como Ãltima etapa para certificaÃÃo. Sendo assim, as estagiÃrias, durante a disciplina, nÃo ressignificaram suas RS e, marcadas por essas RS, participaram das atividades da disciplina apenas para cumprirem aspectos burocrÃticos, sem refletirem significativamente sobre, por exemplo, o seu agir. Nesse sentido, o estÃgio de regÃncia pouco contribuiu para a ressignificaÃÃo das RS das estagiÃrias sobre as atividades e sobre as prÃticas do estÃgio de regÃncia, dado o carÃter transitÃrio da disciplina. Nossa pesquisa, entÃo, lega à reflexÃo dos responsÃveis pela formaÃÃo de novos professores resultados que devem inquietÃ-los: se professores em formaÃÃo inicial representam o espaÃo do estÃgio de regÃncia nÃo como o espaÃo propiciador de ressignificaÃÃes do fazer/ser docente, mas como o espaÃo de cumprimento de obrigaÃÃes burocrÃticas para efeito de obtenÃÃo de Diploma de Licenciatura, que docente estamos formando?<br>Increasingly, teachers have played a prominent role in the redefinition of teaching practices and language learning (L1). Within this context, continuing education programs and certification courses for first language teachers are being rethought. In this research, it is intended to identify and recognize the collective social representations (SR) achievements of eight student teachers in regards of Portuguese Teaching Practicum at UFC Language and Arts major. Through a discursive and ideological view of RS, we sought to delineate from the positions taken by the student teachers of the object of representation " student teaching practicumâ unfolds in their discourse during the interaction with their peers in focus groups of the meanings and values that they attach to student teaching practicum, before and during the discipline. For this, we rely on the theoretical and methodological frameworks of social representations theory(MOSCOVICI, 1961, 1978, 2009 ; JODELET, 1984, 2001, 2005; DOISE, 2001 )and socio-discursive interactionism ( BRONCKART , 2006, 2008, 2009). We also support the concepts of group and social ideology proposed by van Dijk (1999, 2003, 2009). As data collection procedures we adopted a questionnaire and two focus groups ( FG ), language -action situations by which the student-teachers engaged and mobilized their RS during the practicum experience. As for the analysis, we have adopted the modalizations, from which the actions taken by the group were identified and in face of the activities required for the course. Using a qualitative -interpretive lens, we found that the student teachers represent the practicum experience as: a) the learning of the profession and as the application of theory and of teaching techniques via practice, b ) as feedback[assessment]of their practice and, c ) as the final requirement for the undergraduate course completion or as a last step towards certification. Thus, the student teachers, during the course did not reformulate the RS. Marked by these RS, the student teachers participate in the activities of the course only to fulfill bureaucratic aspects without significantly reflecting on, for example, theirteaching actions.
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Meilyawati, Lia. "Preserving mother-language and cultures; A lifetime support activities of interaction design." Thesis, Malmö universitet, Fakulteten för kultur och samhälle (KS), 2018. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-22469.
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Globalisation and fast evolution of technologies have driven people to immigrate and live outside their home country. The multicultural society is no longer extraordinary. This thesis project explores the role and form of technologies and interactive design in assisting the parents with an ethnic background to introduce their culture and language to their children, as well as in maintaining its application in their everyday lives. The primary focus group are parents whose originated from Indonesia and have been living in other countries for more than two years. This research has utilised the user-research method employed in the design research process. The result suggested that persistence, consistency and community support are primary in promoting the preservation of the parents’ cultural background and language. Therefore, technology and interactive design have a significant impact to support it. The design outcome is a physical prototype combined with digitalised media support such as a website and an application.
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Jacobsson, Vivianne. "Modersmål i förskola - En kvalitativ undersökning av modersmål : Barn med flera språk: Flerspråkiga barn i förskolan: Att möta tvåspråkiga barn i förskola." Thesis, Södertörns högskola, Lärarutbildningen, 2013. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-22328.
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Huvudsyftet med denna studie var att undersöka hur förskollärare arbetar med flerspråkiga barn i förskolan. Jag valde att använda mig av en kvalitativ intervjumetod, då jag ville ha pedagogernas resonemang och åsikter. Båda förskolorna som jag har varit på och gjort mina intervjuer på visar att pedagogerna visar ett stort intresse genom sin nyfikenhet av att lära sig ord och fraser på barnens olika språk. Pedagogerna tar sin hjälp genom att de använder sig av föräldrarna för att få tillgång till ord och fraser som hjälper pedagogerna i verksamheten. Det är övervägande bland pedagogerna att de uppmuntrar barnen om att prata sitt modersmål även på förskolan med varandra, pedagogerna påpekar även hur viktigt det är att föräldrarna pratar sitt modersmål hemma med barnen. Pedagogerna vill att varje barn ska känna stolthet över sitt ursprung, språk och kultur. Förskolorna använder sig av sång, musik och sagor, de delade även in barnen i smågrupper för att alla ska få komma till tals. Ladberg skriver om att sagor är ett bra och rikt material där barnen lär sig nya ord. Hon poängterar även att det är bra att dela in barnen i smågrupper där barnen är ungefär i samma språkliga nivå. Barn som inte förstår ledsnar och tappar koncentrationen, ger upp ”stänger av” för språket. Sagor läses bäst i smågrupper (Ladberg 2003, s. 157, 158). Resultatet visar att pedagogerna visar ett förhållningssätt som bygger på en nyfikenhet hos pedagogerna, lyssnar, samtalar och forskar tillsammans med barnen. Pedagogerna ger barnen en delaktighet genom att plocka fram barnens läroprocesser och utveckling genom läroplansmålen (Lpfö 98 reviderad 2010, s. 9, 10).<br>The main purpose of this study was to look how preschool teatchers work with multilingual children in preschool. I chose to use a qualitative interview method, since the teachers reasoning and opinions were at value. That was my interest in this study. Both preschools that I have been to and done my interviews at show a great interest by their curiosity to learn words and phrases in different languages. The teachers use the children´s parents for access for new words. It is predominant among the teachers to encourage the children to speak their mother tongue with each other in preschool, and the teachers also point out how important it is that the parents speak the mother tongue at home with the children. The teatchers wish is that every child should feel proud of their origin, language and culture. The preschool used song, music and fairy tales and they also divided the children into smaller groups so everyone could have their say. Ladberg describes how fairy tales are a good and abundant material were the children learn new words. She also points out that it´s good to divide the children into differnet small groups were they´re approximately at the same level. Children who don´t understand become sad and lose their concentration, give up ”shut down” the language. The best way is to read fairy tales in small groups (Ladberg 2003, s. 157, 158). The difficulty to work with multilingual children is that the teachers sometimes don´t know if the children understand what teachers are saying. The result shows that the teachers show an approach, which is based on curiosity of the teachers and listen, converse, and do research togheter with the children. The teachers give the children participation by bring out children´s processing of learning and development by the goals of the curriculum (Lpfö 98 2010, s. 9, 10).
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Al-Dabbagh, Farah. "”Det är egentligen ännu bättre om de har sitt första språk ordentligt.” : Undersökning med elev- och lärarperspektiv om sambandet mellan flerspråkiga barns modersmål och deras inlärning av andra språk." Thesis, Södertörn University College, Lärarutbildningen, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-2185.
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<p>The aim of this study was to investigate, illuminate and discuss teacher’s and multilingual student’s view on the connection between their mother tongue and their learning of other languages. This qualitative study is based on interviews with eight students in the 8th grade and two language-teachers from the same school, as well as ethnographic observations during English and Swedish lessons. With the help of some relevant theories, the empirical study is compared, analyzed and interpreted. The results show that the theories and informant’s view on the connection between the mother tongue and other languages are similar, which is that the mother tongue must be fully established before a new language can be taken in.</p>
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Gerente, Efstathia. "Ideologies of language and schooling in Guinea-Conakry: An exploratory study of teachers' perspectives about mother-tongue education." Diss., The University of Arizona, 2003. http://hdl.handle.net/10150/280351.
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In this study, I examine ideologies of language and schooling in the Republic of Guinea (West Africa). The focus of this study is a specific language policy that favored the use of African languages in the schools as media of instruction for more than 15 years (1968--1984). I discuss this policy from the standpoint of elementary teachers using a methodological approach that combines classroom micro-ethnography, interviews, and historical research. The research questions that guided my inquiry are as follows: How do teachers remember their personal experiences with the use of African languages as means of instruction in the past? What are the themes of those who express positive experiences and how do they relate with the themes of those who express negative experiences? Do age, gender, level of education, and place of residency/work make a difference in the perspectives of teachers? This is an exploratory study that approaches teachers' perspectives as flexible meaning-making processes influenced by time, space, and audience. The theoretical framework that guides this research is informed by historical approaches to the study of language ideologies (Bloomaert, 1999; Ricento, 2440; Ruiz, 1984). The findings of this study suggest that personal experiences and memories affect teacher beliefs and practices about language choice in the schools. For example, in this study teachers with experience in the classroom before 1984 appeared to be more sympathetic toward the use of African languages as means of instruction than their younger colleagues who lacked professional experience as teachers before 1984, Guinean teachers would have to confirm these findings for themselves through systematic research in formal and informal settings. This dissertation study makes a modest contribution toward this end by focusing on the beliefs and practices of elementary teachers. Also, this dissertation study highlights the importance of including historical and interpretive approaches to the study of language ideologies in language policy studies and in teacher education programs.
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Hendricks, Jessica. "Language attitudes, medium of instruction and academic performance: a case study of Afrikaans mother tongue learners in Mitchell's Plain." Thesis, University of the Western Cape, 2004. http://etd.uwc.ac.za/index.php?module=etd&.
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The purpose of this study was to determine the implication for learning for learners whose home language is different from the medium of instruction at school.The study is focused on a group of Afrikaans learners for whom English is not a foreign language. Rather, English is a language that they are in contact with on a daily level through the media, their peers and in the classroom. The study looked at why these learners find themselves in English classes when the language policy of the country makes provision for their specific home language in the classroom. It also tried to determine whether these learners experience problems in their learning as they shift from Afrikaans as a home language to an English medium of instruction in class.