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1
Wolfaardt, Ddolores. "Facilitating learning: An investigation of the language policy of Namibian schools." University of the Western Cape, 2001. http://hdl.handle.net/11394/8452.
Анотація:
Doctor EducationisThis research has sought to investigate the language policy of Namibian schools against the background of international literature on the advantages of mother tongue as medium of instruction during the initial years of school. The historical background of the formulation and implementation of the current policy is dealt with in Chapter 2. The theoretical aspects of language planning as explained in the literature will focus on aspects like the underlying principles for language planning. This chapter will furthermore discuss information regarding the status and the use of the mother tongue as medium of instruction in Namibia during the first three years of school. In Chapter 4 a literature review of Cummins's linguistic interdependence principle, as well as the different options or models for a bilingual language approach in education, is discussed in detail and compared to the Namibian situation to find the best possible model which could be adapted for Namibia. Chapter 5 investigates the results of a survey that has been conducted in Namibia to determine the level of English language proficiency of teachers. These findings are compared to find a relation between repetition rates of learners, Grade 10 examination results per region, as well as the teacher qualifications per region. Chapter 6 proposes a gradual bilingual language model for Namibia. First the rationale will be dealt with, followed by a detailed description of the model and how it is to be implemented. Chapters 7 and 8 deal with the research methodology that was undertaken in the form of a questionnaire and interviews with educationists regarding the use of the real medium of instruction, the perceptions of educationists on the language policy, and their proposals to change the language policy. Their perceptions of the proposed language model are discussed in order to identify ideas on how to streamline it. In Chapter 9 questions concerning the implications of implementing a bilingual language policy with regard to what is possible, practicable, and affordable will be dealt with. The last chapter, Chapter 10, will compare the current language policy, a policy proposed by NIED, and the model proposed here, before a number of recommendations are made.
2
Haingura, Paulinus. "A critical evaluation of the development of Rumanyo as a national language in Namibia." University of the Western Cape, 2017. http://hdl.handle.net/11394/6302.
Анотація:
Philosophiae Doctor - PhD (Linguistics, Language and Communication)Among others, the current study had been conceived due to the fact that, although Namibia is endowed with multiple languages, their development throughout the long colonial history, had been unequal. That is, some languages received more attention than others and some were hardly developed at all. After independence, Namibians had legitimate expectations that all their (different) languages would be developed equitably throughout all the regions, and among all ethnic groups or speech communities. In the post-apartheid era, however, Namibians have been subjected to a limited and unequal language and literacy development which encouraged me to conduct a research to critically evaluate the development of Rumanyo or lack of thereof. The focus of this study is on understanding the disparities in language and literacy development in Namibia with particular emphasis on ethno-regional disparities and what precipitates these inequalities. The reason for the emphasis on region and ethnicity in researching language and literacy development was due to Namibia's multi-ethnicity and the over-lapping of regions and ethnic groups.
3
Amirejibi-Mullen, Rusudan. "Language policy and national identity in Georgia." Thesis, Queen Mary, University of London, 2012. http://qmro.qmul.ac.uk/xmlui/handle/123456789/2679.
Анотація:
Language has been long recognised as a powerful marker of national identity, as has its role in transforming multi-ethnic societies into unified nations. Such is the case of multi-ethnic and multilingual Georgia, where language has today become a crucial factor in interethnic relations and in the Georgian nation-building process. This thesis sheds light on the nature of kartveloba (Georgianness) by examining Georgian language policy over the entire history of the nation. Despite the country’s long-standing civilisation and its established culture, Georgian statehood began to decline from the second half of the thirteenth century, until the country was eventually incorporated into the Russian empire at the beginning of the nineteenth century. Since then, there have been several attempts to instigate a ‘national revival’: 1) the cultural/linguistic movement of the nineteenth century, 2) the struggle to build a nation-state in 1918-1921, 3) the national liberation movement during the Soviet period (1921-1991), and 4) nation-state building in the post-Soviet period. All of these periods display common features with regard to language policy. After investigating language policy and identity developments in the pre-modern period, this thesis examines Georgia under Russian rule (both Tsarist and Soviet), which made the country vulnerable to ethnic conflicts, and tries to explain the violent outcomes. The thesis goes on to examine public debate of language and minority issues, as well as efforts to elaborate inclusive language and ethnic policies in contemporary Georgia. The main body of the thesis consists of six chapters. The first sets out the nature of the problem, the practical importance of this study, and its methods and structure. The second discusses the main concepts and theoretical considerations. The third traces the development of kartveloba before modern times. The fourth chapter examines the origin of modern national identity, whose main marker was the Georgian language. Chapter five analyses Soviet language policy in the wider context of the ethnic policy and analyses the nationalist aspirations of the Georgians in the twentieth century. Chapter six deals with official policies in the post-Soviet period, but also looks at language practice and attitudes among minority groups. Drawing on primary sources (such as government decrees, laws and other documents, media publications, social surveys and interviews), as well as secondary sources, it seeks to explain how Georgia has dealt with and reflected its multicultural character under different governments. It also investigates the role of language policy in the process of nation-building and makes proposals regarding ways that formulating language policy might help form civic society in Georgia.
4
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.
Анотація:
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.
5
Ngololo, E. N. (Elizabeth Ndeukumwa). "An evaluation of the implementation of ICT policy for education in rural Namibian schools." Thesis, University of Pretoria, 2010. http://hdl.handle.net/2263/24841.
Анотація:
Many governments across the world have invested a lot of resources in information and communication technology (ICT) development with an aim to enhance teaching and learning using technology in schools. New educational ICT policy issues emerged and new patterns of ICT related practices are observable in education. This initiative has necessitated the development of National ICT Policies that will guide the implementation process in schools. Namibia has adopted the National ICT policy for Education in 2005 and the National ICT Policy Implementation Plan in 2006. Since the adoption no study was done to evaluate the implementation process, especially in rural schools where the teaching has been proven difficult. This study evaluates the implementation of the National ICT Policy for Education in Namibian rural junior secondary schools, especially in science classrooms. The thesis is a mixed methods study, undertaking survey and case studies. The study was conducted in the three educational regions, namely, Ohangwena; Oshana; and Oshikoto in Northern Namibia were 163 schools were sampled. The purpose of the study was to describe how ICT is being implemented in science classrooms and also explore factors that affect ICT implementation in rural schools. The study’s findings indicate that the rural schools in Namibia are in the initial phase of ICT implementation. ICT use and pedagogical use is low due to lack of professional development courses, pedagogical support and lack of ICT related resources. However, the few schools with high pedagogical use of ICT have shown an entrepreneurial leadership style and vision of the science teachers. The relational analysis suggests three main predictors of ICT implementation in rural schools. These findings were confirmed through case studies of successful schools. In addition, the findings were legitimised by the participants of the ICT use conference. The Kennisnet model (2009) was adopted and adapted as a conceptual framework for this study. The Howie model (2002) provided the frame within which the structure of input, process and outcome could be identified. The data was consistent with the adapted Kennisnet model (2009) and added five more constructs namely, entrepreneurial leadership, science curriculum goals, entrepreneurial science teachers’ vision, general use of ICT. The general use of ICT and attitudes of the science teachers influences the pedagogical use of ICT as added to the Howie model (2002). The results of this research suggest ways to improve the pedagogical use of ICT in rural schools; enable policymakers to make informed decision about resource allocation to the rural schools; and on teacher professional development in order to improve the current rural situation regarding ICT use.Thesis (PhD)--University of Pretoria, 2011.
Science, Mathematics and Technology Education
unrestricted
6
Tang, Wing-yu Mary. "Language policies, national development and the role of English in post-colonial Malaysia, Singapore and Hong Kong." Hong Kong : University of Hong Kong, 1999. http://sunzi.lib.hku.hk/hkuto/record.jsp?B2116177X.
7
Fleming, Douglas. "Becoming Canadian : Punjabi ESL learners, national language policy and the Canadian language benchmarks." Thesis, University of British Columbia, 2007. http://hdl.handle.net/2429/31080.
Анотація:
Drawing on the voices of Punjabi-speaking immigrants enrolled in a government-sponsored ESL program, this study sheds light on how a contemporary sample of adult ESL learners are constructing new national identities in the context of the challenges associated with coming to Canada. In particular, it traces how the common threads among their conceptions of citizenship compare to those embedded within national ESL assessment and curriculum documents and illuminates how these documents construct and position idealized conceptions of second language learners. As this study establishes in some detail, there are significant gaps between the principal national assessment and curriculum documents used in this context and the views expressed by the learners polled in this study.
Based on this research, the author outlines the implications associated with second language citizenship education in terms of research priorities, national curriculum development, and pedagogical treatment options. In addition, three specific recommendations are made in regards to curriculum content: that citizenship content be made more explicit within our national curriculum and assessment documents; that this content emphasize positive representations of learners in our curriculum documents as being active and socially-integrated; and that this content be centered on the legalistic aspects of citizenship and avoid the use of singular normative cultural standards.Education, Faculty of
Language and Literacy Education (LLED), Department of
Graduate
8
Strode, Louise. "Language, cultural policy and national identity in France, 1989-97." Thesis, Loughborough University, 1999. https://dspace.lboro.ac.uk/2134/7187.
Анотація:
The French State, and political elites operating within it, have a long tradition of involvement in the production, management and even the control of language and culture. This has been - and remains - important in terms of the construction and definition of a State-led model of French identity. Against this background, the present thesis examines conceptions of French identity held by political elites, the agents of the State, in relation to language and cultural issues prominent on the policy-making agenda in the 1990s. The thesis specifically considers the possibility that elite visions of identity may be changing under the influence both of new approaches to French cultural policy-making introduced from the 1980s by the Socialists, and specifically the Ministry of Culture led by Jack Lang, and of a series of potentially destabilising challenges to French models of cultural policy and identity which have been debated in the 1990s. In order to examine these issues, the thesis takes three case studies, focusing on political debates in the public arena surrounding a number of language and cultural policy issues which have been perceived as symbols of French identity. The regulation and promotion of the French language, audiovisual broadcasting policy and the Internet are selected as case study areas, which reveal these perceptions, and point to anxieties about identity in the debates which surround them. Thus these debates are used as a means of reexamining contemporary elite perceptions of French identity. This examination is carried out through the close reading of contributions to the debates, made by political figures of significance in each case study area. The term 'political elites' is used in the sense of Pareto's definition (1935, in Parry, 1969, pp. 34,46) of the elite as a 'governing elite', composed of all political 'influentials', whether or not they act for the State, as part of a government, or indirectly as part of the wider polity, in opposition. The cases tudiesd emonstrateth at elite conceptions of identity in France of the 1990s, whilst disturbed by contemporary challenges to French cultural policy-making, did not change in any fundamental way. Instead, they illustrated a reversion to traditional, rigid conceptions of identity, rather than the welcoming of more dynamic and hybrid ones.
9
Torgersen, Dale G. "KTO I KUDA? Russia, language, and national identity." Thesis, Monterey, California : Naval Postgraduate School, 2009. http://edocs.nps.edu/npspubs/scholarly/theses/2009/Dec/09Dec%5FTorgersen.pdf.
Анотація:
Thesis (M.A. in Security Studies (Europe and Eurasia))--Naval Postgraduate School, December 2009.Thesis Advisor(s): Tsypkin, Mikhail ; Keyser, Boris. "December 2009." Description based on title screen as viewed on January 27, 2010. Author(s) subject terms: Russian Language, Language Policy, Russification, Russia, Russian Federation, Soviet Union, Former Soviet Union, Identity, Nationalist, Nationalism, russkie, rossiianne, Baltic States, Ukraine, Georgia, Moldova, Pushkin, Lermontov, Tolstoy, Romanov Dynasty, Bolsheviks, Communist Party, Lenin, Stalin, Khrushchev, Brezhnev, Gorbachev, Yeltsin, Putin. Includes bibliographical references (p. 31-33). Also available in print.
10
Kientz, Eglantine. "Europeanization, language and national identity: the case of France." Thesis, Uppsala universitet, Teologiska institutionen, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-194284.
Анотація:
The purpose of this thesis was to determine the role of Europeanization, described as a convergence process, including the supremacy of EU law, as well as non-binding instruments, on French language policies from the adoption of the Treaty on European Union (1993) onwards, and its impact on the long-lasting relationship between language and identity in France. The study starts by investigating the development of nationalism in Europe in general and in France in particular. From a historical perspective, France is usually defined as a civic nation. Yet the French language became the most distinctive feature of national identity, with a view to bring about the cultural homogenization of all citizens, leading to the repression of regional languages. In the second half of the 20th century, the specter of globalization and Americanization influenced the development of protective language policies in France such as laws restricting foreign loanwords in French and banning the use of English in the public sphere. The most representative of these policies is the Toubon law (1994), which can also express the fear of European integration, bringing about the use of English, especially through the free movement of goods. After the signature (but no ratification) of the European Charter for Regional or Minority Languages from the Council of Europe in 1999, measures more in favour of regional languages were adopted in France, even if mostly symbolic. At the same time, the fight against English seemed to have subsided somewhat. In a broader framework, the vitality of a particular language always seems to be linked to cultural, political and economic power. The conclusion of the thesis shows that Europeanization was associated with globalization in the beginning of the 1990’s and that this process has gradually questioned the exclusive relationship between the French language and national identity. Yet it seems that today, the European Union is more conceived as a new arena in which France can build a positive identity for itself by being active on the international stage, and by defending multilingualism. If France seems to have gradually developed a more pluralistic view on language, mirroring the motto “United in diversity”, the European Union should still find a balance between unity and diversity and give a tangible content to the concept of multilingualism.
11
Ownhouse, Aileen Lucia. "Implementation of the national language policy at institutions of higher education." Thesis, Nelson Mandela Metropolitan University, 2015. http://hdl.handle.net/10948/3415.
Анотація:
This study investigated the implementation progress of the National Language Policy (NLP) of South Africa (SA) by reviewing pertinent research related to Language Policy (LP) initiatives. In particular, the study explored the implications of the NLP implementation on multilingual teaching and learning practices, especially practices aimed at developing proficiency in the Language of Learning and Teaching (LOLT). In particular, the LP implementation initiatives to support a multilingual practice community at Nelson Mandela Metropolitan University (NMMU) were overviewed. The study focused on and assessed the AHZ Project multilingual initiative in the Department of Applied Language Studies (DALS) at NMMU. The AHZ Project multilingual initiative included text translation and multilingual tutorial strategies to assist isiXhosa-speaking students understand grammatical concepts. As a result, an aim of this study was to determine the efficacy of the AHZ Project by assessing the perceptions of English Language Studies (LES111) students and lecturers who were responsible for implementing the initiative. Finally, the research aimed to determine reasons for the apparent slow progress of implementing multilingualism as a teaching and learning practice as well as the underlying constraints of implementing the NLP at Higher Education Institutions (HEIs). A mixed-method approach was selected to explore the aims of the research study as both quantitative and qualitative data collection tools were used. As the AHZ Project initiative was the study’s data sample, data was collected by conducting three face-to-face semi-structured interviews with two LES111 lecturers and a tutor as well as one focus-group interview with eight student participants. In addition, a LEC online assessment and 284 LES111 reflective paragraphs were analysed. NVivo 10 qualitative software was used for the coding of the data and a descriptive analysis of the interviews as well as the LEC online assessment was employed. To code and analyse the face-to-face semi-structured and focus-group interview transcripts, dominant themes from the study’s literature review, for example, Second Language Acquisition (SLA) and Mother Tongue (MT) transfer were used. The reflective paragraphs were analysed manually using a quantitative coding approach. From the data coding, the study’s findings were determined and interpreted. The LEC assessment confirmed that the students were not coping with the LOLT. By taking cognisance of the AHZ Project strategies and investigating the perceptions of the participants towards the initiative, conclusions were drawn. These conclusions indicated positive attitudes towards the multilingual language practices as implemented by the AHZ Project initiative. In addition, the perceptions towards identity, language status, mother tongue education and language transfer were articulated. Based on the findings of the study, recommendations were made to promote the use of African Languages as LOLTs in teaching and learning classroom practices. Recommendations were also made for future research relating to the teaching of African Languages (ALs) in the schooling sector.
12
Tang, Wing-yu Mary, and 鄧詠瑜. "Language policies, national development and the role of English in post-colonial Malaysia, Singapore and Hong Kong." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 1999. http://hub.hku.hk/bib/B31952355.
13
Onyango, James Ogola. "Issues in national language terminology development in Kenya." Universitätsbibliothek Leipzig, 2012. http://nbn-resolving.de/urn:nbn:de:bsz:15-qucosa-91296.
Анотація:
This paper examines issues that emerge in the attempts that have been made to develop the national language terminology in kenya by committees, Kiswahili enthusiasts and Kiswahili scholars. Attention is drawn to the fact that the problematic national language policy that emerges from the national language`s social history is an important backround to the issues that are discussed. The issues emerging in these attempts are examined in the prism of an encompassing terminology development framework that is synthesised from terminology development literature from different areas of the world. This framework views terminology development as a process that entails: formation of a language institute, setting up of goals, the actual engineering of the terms, the mode of dissemination and evaluation. The case of Kenya demonstrates that the attempts have so far consisted of isolated steps of terminology development rather than the whole set of required action.
14
Holm, Samuel. "Latvian Language Policy : Unifying or Polarizing? Reconstructing the Political Debate on Language Reform in the Latvian Education System." Thesis, Linköpings universitet, Institutionen för ekonomisk och industriell utveckling, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-166660.
Анотація:
Languages are not just systems for communication, they are also often a marker of ethnic and/or national identity and sometimes a politically contentious issue. A country where this is the case is Latvia, which has a large Russian-speaking population. During the Soviet occupation of Latvia, Russian became the dominant language in public life. Since regaining independence, Latvia has pursued language policies aimed at strengthening the position of the Latvian language, at the expense of the Russian. Latvian is the single official language and over the last decades, the bilingual education system inherited from the Soviet Union has moved towards an increasing share of Latvian as the language of instruction. In 2018, the Latvian parliament amended two educational laws, meaning the share of subjects being instructed in Latvian in so-called minority schools increased markedly. The decision was controversial and was opposed by parties with a large Russian-speaking voter base. The purpose of the thesis is twofold. The first is to describe and analyse the arguments of political actors[1] regarding mono- and multilingual education, focusing on the reform of 2018. The arguments will be analysed in relation to theory regarding the connection between nationalism/nationhood and language, and theory on linguistic minority rights. The second part of the purpose is to advocate normatively and constructively for an approach regarding two different areas of policy: 1) Whether Russian should be an official language or not. 2) Language policy in education. The point of departure for the analysis is the aspiration to create a sense of national belonging, where both Russian-speakers and Latvian-speakers are seen as a part of the Latvian imagined community. In order to create this sense of inclusive imagined community, the approach seeks to be impartial in relation to the “pro-Latvian” and “pro-minority” positions with regards to language policy. The normative argumentation also seeks to include and balance the values of linguistic minority rights and preserving small languages (such as Latvian). For the first part of the thesis, a descriptive idea analysis is applied. The arguments are analysed in relation to my theoretical framework, which consists of various concepts relating to the relationship between language and nationalism and models regarding linguistic rights. The main analytical tool is the concept of an imagined community, where a sense of national belonging and social cohesion can be based on either mono- or multilingualism. In the second part, a normative and constructive method is used to argue for my position in a systematic fashion. The arguments of the proponents of the 2018 reform can be described as based on the idea that Latvian is the common and unifying language of all the Latvian residents and one of the foundations of the imagined Latvian community. At the same time, the proponents claim wanting to ensure that members of linguistic minorities can preserve their language, and that the reform provides the right to learn a minority language. The opponents of the reform argue that, while it is important that students learn the Latvian language, drastically decreasing the level of instruction is an assimilatory policy that will weaken rather than strengthen the national unity. In the second part, the author suggests that Latvian will remain the single official language since granting the Russian language official status may cause the language decline of Latvian, and because the issue is very divisive. In terms of language in the school system, the author concludes that Latvian ought to have a special position in Latvia and should therefore be the dominant language. Therefore, Latvian should be the main language of instruction, in the proportions prescribed by the 2018 reform. Another conclusion is that all students, regardless of mother tongue, should learn Russian on at least an elementary level. [1] Specified under “Delimitations”.
15
Pauly, Matthew D. "Building socialism in the National classroom : education and language policy in Soviet Ukraine, 1923-1930 /." [Bloomington, Ind.] : Indiana University, 2005. http://proquest.umi.com/pqdweb?did=1031049451&sid=2&Fmt=2&clientId=12010&RQT=309&VName=PQD.
16
Guerrero-Nieto, Carmen Helena. "National Standards for the Teaching of English in Colombia: A Critical Discourse Analysis." Diss., The University of Arizona, 2009. http://hdl.handle.net/10150/195935.
Анотація:
The spread of English in the world today is not only the result of colonizing campaigns (Canagarajah, 1999, 2005; Pennycook, 1994a, 1998a, 2000; Phillipson, 1992, 2000) but also of the compliance of the governments associated with the "expanding circle" (Kachru, 1986). In part, this compliance is a consequence of the different mechanisms of the circulation of discourse, in particular the idea that speaking English is a sine qua non condition to be a worldwide citizen. Colombia is a good example of this phenomenon, because its national government is implementing a National Bilingualism Project (PNB) where there is an explicit interest in the promotion of English over all other languages spoken in the country. This dissertation is a critical discourse analysis of the handbook Estándares básicos de competencias en lenguas extranjeras: Inglés. Formar en lenguas extranjeras, el reto" (Basic standards for competences in foreign languages: English. Teach in foreign languages: the challenge) published by the Ministry of Education of Colombia. This handbook is aimed at establishing the national standards for the teaching of English in Colombian public schools. The objective of the study is to offer an interpretation of the way in which bilingualism, English, and teachers are constructed through the language used in the handbook. The analysis of data follows Fairclough’s textual analysis and is supported by other written texts and informed by scholarly articles. The analysis of data shows that the official discourse creates a whole new meaning for “bilingualism” since it indexes exclusively the learning of English in Colombia. Along with this, the authors of the handbook perpetuate mainstream concepts and ideas about the symbolic power of English as the one and only necessary tool for academic and economic success. This is achieved by a redundant discourse on the neutrality of English on the one hand, and the benefits it brings to its speakers, on the other. In relation to the portrayal of teachers in this document, the data show that their role is either downplayed or made invisible, which also correlates with the low prestige that school teachers have in Colombia. The study leads to the conclusion that a document that contains national standards for the teaching of a language should include multiple voices where local knowledge gets the same recognition as global knowledge, and where the diversity of the country is represented, respected and promoted. In that way, official institutions would be legislating to benefit the majority of the population, and not the small number of elites of the country.
17
Heidelberg, Brea M. "The Language of Cultural Policy Advocacy: Leadership, Message, and Rhetorical Style." The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1355929499.
18
Gavin, Megan. "The legacy of colonial languages in West Africa: the issues of education and national language policy in Niger and Nigeria." Thesis, Boston University, 2001. https://hdl.handle.net/2144/27652.
Анотація:
Boston University. University Professors Program Senior theses.PLEASE NOTE: Boston University Libraries did not receive an Authorization To Manage form for this thesis. It is therefore not openly accessible, though it may be available by request. If you are the author or principal advisor of this work and would like to request open access for it, please contact us at open-help@bu.edu. Thank you.
2031-01-02
19
Uugwanga, Nicodemous Natangwe. "The professional preparedness of the primary school principals in the Oshikoto Region of Nothern Namibia to Implement the policy on the National Standards for School Leadership and Management." Thesis, University of the Western Cape, 2008. http://etd.uwc.ac.za/index.php?module=etd&action=viewtitle&id=gen8Srv25Nme4_3787_1256290783.
Анотація:
After seventeen years since the apartheid education system was abolished in Namibia, the education system remains stagnant. The governmenthas been spending big budgets on Education. The Ministry of Education introduced various educational ploicies and innovations aimed to change the Education system. Yet, the quality of education remains poor. Although there are seemingly various reasons why the quality of education system is poor, education policies are not implemented effectively to bring about the desired quality of education and the desired quality of educationand continuous improvement of schools. There is a lack of commitment and culture of learning, which are said to be the preconditions for educational change. And practitioners seem to lack the urgency required to implement policies. Notwithstanding this, there seem to be another reason why policies are not iplementedeffectively in schools. This research study argues thatprofessional preparation of principals to implement educational policies is done intensively and rigorously. Hence, such professional preparedness of the school leaders is noot impacting effectively on their leaadership and management in schools.
20
Ismayilov, Mammed. "Aspects de la politique linguistique de l’Azerbaïdjan hier et aujourd’hui : enjeux national et régional." Thesis, Strasbourg, 2013. http://www.theses.fr/2013STRAC038.
Анотація:
La politique de la langue azerbaïdjanaise doit être étudiée en suivant quatre aspects différents mais très liés : la politique linguistique à l’égard de la langue officielle, la politique linguistique à l’égard des langues minoritaires en Azerbaïdjan, la politique linguistique à l’égard de la Turcophonie et la politique linguistique à l’égard des minorités azerbaïdjanaises vivant surtout dans les pays frontaliers tels que l’Iran, la Géorgie ou bien la Fédération de Russie (également la République du Daghestan de la Fédération de Russie). Cet ensemble constitue pour la politique linguistique de l’Azerbaïdjan à la fois une intervention sur la langue officielle mais aussi sur les langues minoritaires de la part de l’Etat et un domaine de coopération internationale dans le cas de la Turcophonie. Par conséquence, l’aspect régional de cette politique est considéré comme une action ayant des enjeux essentiels pour le développement et le rayonnement de l’azerbaïdjanais comme langue minoritairePolicy Azerbaijani language must be studied in four different but closely related aspects : the language policy towards the official language, the language policy towards minority languages in Azerbaijan, the language policy towards the Turcophonie and the language policy against Azerbaijani minorities especially in neighboring countries such as Iran, Georgia or Russia (also the Republic of Dagestan of the Russian Federation). This set is for the language policy of Azerbaijan in both the official language intervention but also on minority languages from the state and an area of international cooperation in the case of Turcophonie. Consequently, the regional aspect of this policy is considered as an action that key issues for the development and influence of Azerbaijani as a minority language
21
Elenius, Lars. "Både finsk och svensk : modernisering, nationalism och språkförändring i Tornedalen 1850-1939." Doctoral thesis, Umeå universitet, Historiska studier, 2001. http://urn.kb.se/resolve?urn=urn:nbn:se:umu:diva-59640.
Анотація:
This study deals with the impact by modernisation and nationalism on the ethnicity and national identity among the Finnish speaking minority in the Torne Valley in the north of Sweden. The starting point is 1809 when Sweden lost the Finnish part of the kingdom to Russia. It resulted in the division of the Torne Valley into two nation-states and modernisation projects. The aim of the study is to investigate what happened to the ethnic content in the national identity in the two parts of the valley over time. The focus is placed on the parish of Övertorneå on the Swedish side between 1850 and 1939. According to the modernist and constructivist approach in theories of nationalism, national consciousness and national sentiments are confined to the era of industrialisation and modernisation. In the dissertation nationalism on the contrary is regarded as a myth-symbol complex which is transferred by one or many ethnic groups from the pre-modern state to the modern nation-state. A perspective from both above and below is used in the study. The investigation in the state assimilation policy shows, by contrast with previous studies, that the main aim up to the middle of the 1880s was to maintain religious hegemony in relation to the Laestadian revivalist movement. It also shows that the assimilation policy was influenced by the continuity of the Finnish speaking minority in the nation-state and the previous link of Sweden together with Finland in the former unitary state. Moreover it shows that it was influenced by internal changes in the paradigm of education and party policy, the new international status of national minorities after First World War and language revitalisation in the Torne Valley. The process of language shift is used as an important marker of ethnicity and national identity. When following the shift of language use among the Torne Valley people from 1890 to 1930 the study shows that the language policy in school played an essential role for the shift, but the difference between women and men also reveals the impact from the society outside school. It also reveals a dynamic change from both Finnish to Swedish and reverse before 1890. In contrast to previous studies the writing abilities in Finnish was at a considerable level and sustain in time compared to the writing abilities in Swedish. The stable pattern of inter-marriage between the Swedish Torne Valley and Finland 1860-1919 reveals a cultural continuity which stands in contrast to the dramatical political events of the time.digitalisering@umu
22
Hoominfar, Elham. "Challenges of Monolingual Education." Bowling Green State University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=bgsu1404055112.
23
Sahlée, Anna. "Språket och skolämnet svenska som andraspråk : Om elevers språk och skolans språksyn." Doctoral thesis, Uppsala universitet, Institutionen för nordiska språk, 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-317496.
Анотація:
Since the school subject Swedish as a second language was established in the Swedish school system in the mid-1990s, the organization of the subject has varied widely across schools, and the outcomes have been poor. This thesis investigates these problems linguistically. The main objective is to explore the school subject Swedish as a second language in relation to the language of students taking the subject. Another aim of this thesis is to illuminate the complex relation between the Swedish language and the use and conception of Swedish as a second language. A critique of the concept of ‘language’ and of language attitudes in the school context is a recurring theme in the thesis. The thesis contains four papers addressing different aspects of the school subject Swedish as a second language. Paper I examines texts and oral presentations from a group of students born in Sweden, analyzing their language from a normative, mainly grammatical, perspective. Paper II develops a model for analyzing text as activity. In Paper III, the model from paper II is applied to analyze students’ narrative texts written as responses to an assignment, focusing on texts that received failing grades. Papers I and III include comparisons with Swedish as a language and as a school subject. Paper IV, finally, analyzes views of language in policy documents. One critical result of the thesis is the identification of a need for a raised awareness about language in schools and society. In the current situation it is hard to establish a discrete boundary dividing the language of students in the subject Swedish as a second language from the language of students in the subject Swedish, but differences can be observed, which in some sense resonates well with the definition of the subject given by the policy documents. Swedish as a second language in schools can be vaguely defined as Swedish with non-Swedish or foreign markers. The vague definition of the subject and the many linguistic conditions built into the subject entail that Swedish as a second language does not seem well-suited for anyone. Employing a combination of a traditional and an alternative view of language, as proposed in this thesis, may be a fruitful way to accommodate all students.
24
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.
Анотація:
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
25
Lewis, Roger Brian. "A criterion referenced analysis and evaluation of the processes involved in formulating a Māori language regeneration strategy for Whakamārama marae." The University of Waikato, 2007. http://hdl.handle.net/10289/2303.
Анотація:
The quality of the processes involved in language regeneration strategy formation is critical to the creation of an effective language regeneration strategy and this, in turn, is critical to the achievement of successful language regeneration outcomes. The overall aim of this research project was to evaluate, using a range of effectiveness criteria, the processes involved in the creation of a marae-based te reo Māori regeneration strategy in the hope that others involved in similar projects in the future would benefit and in the hope that the Whakamārama whānau will themselves derive benefit from it in reviewing what has already been achieved. In Chapter 1, the background to the research project and its rationale are outlined and the research questions and research methods are introduced. Chapter 2 provides a critical review of selected literature in the area of strategic planning aspects of language regeneration and relevant aspects of mātauranga Māori. Using an ethnographic approach, the processes and immediate outcomes (in terms of a survey report and a regeneration plan for Whakamārama marae) of the language regeneration project are outlined in Chapter 3. In Chapter 4, effectiveness criteria are derived on the basis of the literature review in Chapter 2. These include criteria relating to leadership, participation, Kaupapa Māori values, environmental analysis and outcomes. The criteria are then applied to the analysis and evaluation of the processes and outcomes outlined in Chapter 3 in order to identify their strengths and weaknesses. The overall conclusion is that Whakamārama's language regeneration activities to date can be regarded as successful in many ways, including the fact that they have resulted in the production of high quality documentation that is widely appreciated by the whānau in the form of a maraebased language survey and a marae-based te reo Māori regeneration plan. Working voluntarily and often under difficult circumstances, core group members demonstrated that they possessed the essential characteristics of commitment, motivation and determination, in addition to the willingness and ability to use existing skills and knowledge effectively and to develop further skills and knowledge as the project proceeded. Perhaps most important, they developed a caring and effective working culture. However, the weaknesses of the project included a lack of preparation and planning prior to the commencement of the project which resulted in a build up of work at a number of stages. This, in turn, lead to delays in producing outcomes and some loss of momentum. It also led, indirectly, to the views of two or three members of the core group being overrepresented in the reo plan goals. The information and analysis provided here have relevance to any language community involved in micro-level language regeneration activities of a similar type. It is hoped therefore that this thesis may help others to not only avoid the problems experienced by the Whakamārama whānau but also to benefit from their successes.
26
Nédeva, Boyka Georgieva. "A LINGUAGEMECONÓMICA, PORTUGUESA E BÚLGARA, E OSANGLICISMOS. O FUTURO DAS LÍNGUAS EUROPEIAS E O PAPEL DAS LÍNGUAS COMO PORTUGUÊS E BÚLGARO NAS POLÍTICAS DE COOPERAÇÃO EUROPEIA E INTERNACIONAL." Master's thesis, ISEG, 2006. http://hdl.handle.net/10400.5/22044.
Анотація:
Mestrado em "Desenvolvimento e Cooperação Internacional".A influência massiva e directa do inglês (norte-americano) sobre as outras línguas, entre as quais o português e o búlgaro, é um fenómeno que resultou do câmbio notável e de contactos crescentes de carácter político, económico e cultural entre os nossos países e os que falam inglês como língua materna. O que nos leva ao emprego dos anglicismos são as exigências da vida contemporânea e sabe-se que são os especialistas dos sectores técnico-científicos, os economistas, os políticos e os jornalistas que utilizam com frequência anglicismos. Com este trabalho pretende-se lançar luz sobre as hipóteses do futuro papel das línguas nacionais dos países periféricas, como Portugal e Bulgária. Vamos procurar clarificar a necessidade e a importância de tais idiomas para um futuro bem sucedido da humanidade e respectivamente o seu papel para desenvolver e manter as relações de cooperação europeias e internacionais. Entre os objectivos deste estudo é levar a cabo uma classificação e uma análise comparativa dos empréstimos de inglês encontrados em jornais económicos: o português Diário Económico e o búlgaro - O Capital, assim como realizar um breve estudo sobre a adaptação dos mesmos em ambas as variedades linguísticas. A facilidade ou dificuldade com que uma cultura aceita os empréstimos no léxico da sua língua pode indicar, relativamente, o seu relativo conservatismo ou flexibilidade. No estudo tentar-se-á abordar, igualmente, o tema do impacto do emprego em excesso de anglicismos na linguagem económica e política, em particular, portuguesa e búlgara. As respostas as quais vamos procurar responder é: S Será que o futuro da humanidade passa pela unificação generalizada? •S Será que a economia globalizada nos levará a uma cultura homogénea e uniforme.
The massive influx of Anglicisms (Americanisms) in various languages, including Portuguese and Bulgarian, is a logical consequence of the growing number of contacts - politicai, economic and cultural for both Portugal and Bulgária, with countries in which English is a mother tongue. It is a well-known fact that specialists in the field of science and technology, as well as those operating in the field of the economy, politics and joumalism, are among those who have frequent recourse to Anglicisms. We can say that what necessitates the use of Anglicisms is reality itself, the new conditions in which we live. The aim of the present diploma paper is to trace and analyse some of the possibilities of the development of the national language of peripheral countries such as Portugal and Bulgaria, and their future. Along with that, we will try to find an answer to the questions related to the role of these languages in the development of the European and global cooperation, and their significance within the context of the European Community. One of the objectives of this study is to classiíy Anglicisms, excerpted ffom two newspapers specializing in business topics, that is the Portuguese 'Business weekly' and the Bulgarian 'Cash' newspaper, by making a short, comparative analysis of possible changes which the Anglicisms have gone through, and their possible adaptation. In this sense, the ease or difficulty with which one culture adopts and adapts the borrowings from another language to its language system could be indicative of its conservatism or flexibility and adaptability to the changing environment, respectively. In the course of our study, we will try to cast a light on the issues connected with the inordinate use of Anglicisms in the business and politicai vocabulary. We will also seek an answer to the following question: Ts humankind's cultural diversity jeopardized? Will economic globalisation entail peoples' cultural unification as well?
info:eu-repo/semantics/publishedVersion
27
Ait, Hamou Sarah. "La politique d'arabisation, enjeu multidimensionnel de pouvoir en Algérie : l'exemple du système éducatif de 1962 à 2000." Thesis, Lyon, 2016. http://www.theses.fr/2016LYSE3026.
Анотація:
La politique d’arabisation commune aux trois pays du Maghreb,a été beaucoup plus problématique en Algérie.En effet,le cas algérien attire particulièrement l’attention dans la mesure où l’équation sociolinguistique demeure irrésolue. Les récentes évolutions en matière linguistique à l’exemple de la reconnaissance de la langue berbère,Tamazight,comme langue officielle, montrent en effet que la question linguistique n’est pas un acquis, mais aussi que celle-ci est fortement liée au pouvoir politique.C’est dans ce cadre que nous avons choisi d’appréhender la politique d’arabisation algérienne de 1962 à 2000 en tant qu’enjeu multidimensionnel,avec pour exemple l’arabisation du système éducatif algérien afin d’en mesurer les conséquences sur l’ensemble du système algérien.Cette thèse s’articule autour de deux parties.La première partie pose les jalons de la construction de l’Etat algérien,à travers une rétrospective historique allant de l’Algérie précoloniale à l’Algérie contemporaine.Dans cette partie, deux chapitres sont abordés,le premier portant sur la genèse du système politique algérien à travers lequel sont analysés les principes et fondements de l’Etat algérien et sa formation nationale;et le second est consacré à la construction identitaire algérienne autour de la politique d’arabisation et particulièrement de la généralisation de l’utilisation de la langue arabe, et dans lequel a été questionné le rapport entre politique d’arabisation et édification nationale et identitaire.D’autre part, dans une deuxième partie traitant des usages politiques de l’arabisation en Algérie,un premier chapitre empirique a été traité afin de cerner la politique d’arabisation de façon plus pragmatique, notamment à travers son application dans l’enseignement algérien; et enfin dans un second et dernier chapitre,c’est la politique d’arabisation au cœur du pouvoir algérien et la mise en exergue des dynamiques, des enjeux et des luttes de pouvoir que cette politique a fait naître qui sont étudiés. Dans cette perspective, nous nous sommes interrogés sur le rôle et la fonction de la politique d’arabisation dans la construction nationale et étatique algérienne, et plus globalement dans l’édification du système politique algérien. En d’autres termes, il s’agit de déconstruire les liens entre une politique dite linguistique et le pouvoir qui l’a mise en place en retraçant l’évolution historique de la politique d’arabisation algérienne depuis l’indépendance du pays en 1962 jusqu’en 2000.L’on verra ainsi comment cette politique est présentée d’abord comme une politique linguistique, puis comme une politique identitaire et idéologique pour enfin se révéler être une politique de pouvoir et véritable enjeu de luttes entre les différentes factions au pouvoir.Ainsi,d’un point de vue strictement théorique,nous avons utilisé une approche constructiviste, de construction nationale mais aussi identitaire,en nous appuyant sur des théoriciens tels qu’Anthony D.Smith,Ernest Gellner,Benedict Anderson,Adrian Hastings,ou encore Juan Linz. Du point de vue idéologique,la politique d’arabisation relève clairement de l’idéologie arabo-musulmane dans laquelle s’inscrit explicitement l’aile conservatrice du parti unique FLN (Front de libération nationale) qui l’a instaurée.A partir de là,nous avons questionné le rapport de la politique d’arabisation à l’idéologie arabo-musulmane.Ce sont donc tous ces éléments, politiques, idéologiques et identitaires qui donnent naissance à la mise en place d’une succession importante de lois d’arabisations.Parmi elles,la principale est la loi n°91-05 portant généralisation de l’utilisation de la langue arabe qui a connu de nombreux bouleversements.Tout cela montre à quel point,la politique d’arabisation a été un processus lent,discontinu,parfois fragile,mais surtout qu’elle a été davantage au cœur de luttes de pouvoir,en servant ce dernier qu’une politique linguistique à proprement parler servant la langue arabe et la population arabophoneThe arabization policy is a common policy to the three countries of Maghreb,Morocco,Tunisia and Algeria.However,it has been more problematical in Algeria than in the two other countries. Actuallly,the algerian case is interesting to study because of the fact that the linguistic equation is still challenging and remain unresolved.The latest evolutions in the linguistic field,as the example of the recognition of the berber language,Tamazight,as an official language,show that this topic cannot be considered as an acquis,and above all that it’s an issue that is very much tied to political power.In that context,we’ve chosen to discuss the arabization policy from 1962 to 2000 as a multidimensionnal issue,with the example of the educational system in order to give a more valid measure of its impact on the algerian system as a whole,the political,social and economic system as well as the ideological,linguistic and cultural one.This thesis is structured around two parts.The purpose of the first part is to establish the foundations of the construction of the algerian state,through an historical retrospective from the pre-colonial period to the post-colonial one.In this part,two chapters are submited.The first one deals with the algerian political system’s genesis into which the principles and foundations of the algerian state and its national formation;the second chapter focuses on the algerian identity building around the arabization policy and especially the generalization of the utilization of the arabic language,it questions the link between arabizaion policy and national and identitary building.On the other hand,the second part is about the political purposes of the arabization policy in Algeria in which the first chapter is empirical in order to get a clear understanding of the pratical side of the arabization policy,particularly in the educational system;and finally the second and last chapter is about arabization and power,it comes to include arabization policy in the heart of the algerian power and to point out the dynamics,the issues,concerns and struggles that are involved by such a policy.When we look at that perspective,we have questioned the role and function of the arabization policy in the algerian state and national building,and more generally in the edification of the algerian system and its particular characteristics.In other words,it is about deconstructing the links between a policy known as linguistic and the power that established it,by tracing the historical evolution of the arabization policy since Algeria’s independance in 1962 to 2000.Thus,we have seen how the arabization policy has been first presented as a linguistic policy,then as an identity policy and finally has proven to be a power policy and a real power game and struggle.In this way, from a strict theorical point of you,we’ve first presented a constructivist approach of a national building and identity building,by using theorists’ references such as those of Anthony D.Smith,Ernest Gellner,Benedict Anderson, Adrian Hastings,and Juan Linz.From an ideological point of view,arabization policy goes to arab-islamic ideology into which explicitly fit the conservative faction of the single party NLF(National Liberation Front)which has initiated it.The arab-muslim orientation is begining to dawn at the first sign of algerian nationalism.From there,the relation between arabization policy and arab-muslim ideology has been questioned.All these facts,political,ideological and identity ones set up a series of arabization laws. Amongst them,the main one is the law n°91-05 on the generalization of the utilization of the arabic language which has experienced difficulties.All of this points out how much arabization policy has been a very long process,discontinuous,and fragile.But especially,we have proved that arabization policy has been more a power issue serving the algerian political regime than a linguistic policy serving arabic language and population
28
Al-Maadheed, Fatma G. "Models of bilingual education in majority language contexts : an exploratory study of bilingual programmes in Qatari primary schools." Thesis, University of Oxford, 2012. http://ora.ox.ac.uk/objects/uuid:7f6a4391-449c-4f6f-b5da-ee05c64064f6.
Анотація:
The purpose of this thesis was to explore and describe how bilingual programmes are organized and implemented within the unique linguistic and socio-economic case of Qatar. Specifically the thesis explored bilingual programs offered by two types of primary schools in Qatar: international schools and independent schools. Qatar launched a new initiative for educational development in 2001 but with hardly any research linked to these changes. The study was positioned within a qualitative interpretive tradition drawing on elements of ethnography and grounded theory as tools of methodology. However, quantitative methods were also incorporated within the design. The research design is structured within two main phases: phase one included statistical analysis of secondary data investigating three variables: average teaching time in the first and the second language, students’ and teachers’ nationality. Phase two utilized a multi-case study design. One school from each type was examined in depth over a period of nine weeks. Data were collected by means of school documents, interviews, and non-participant observation of English and Arabic classes. The first phase made an initial impression of the model of bilingual education followed by international and independent schools compared to bilingual typologies found in the literature. The analysis of the two cases examined revealed various differences across the two types. Findings reveal that the international school followed a partial immersion type of programme while the independent school followed a Content and Language Integrated Learning (CLIL) type of programme. The study reveals that the Qatari bilingual schools context was one of heteroglossia, with three codes in operation: Modern Standard Arabic, Colloquial Arabic dialects and English. Findings reveal that teachers and students in the international school adopt a strict separation policy between the two languages following a monoglossic belief. Language teachers and students in the independent school were found to apply a flexible language policy inside English and Arabic classes. The study revealed a gap between claimed programme features and implementation of these features. An absence of a clear language policy in the schools was also a main finding relating to the practice of these schools. In light of these findings, adopting a clear and explicit language-in-education policy should be a priority for policy makers in Qatar. The study revealed how the diglossia situation in Qatari schools is unique and therefore schools must be aware of the languages at the disposal of students and teachers. Schools must also concentrate on developing academic language skills needed for success in L2 schooling.
29
Wessels, Ester Marie. "The challenge and the crisis facing the educational publishing industry in the dissemination of information in South Africa." Diss., University of Pretoria, 1999. http://hdl.handle.net/2263/29120.
Анотація:
In this study the role of the educational publisher as an information intermediary is considered. The focus is on the developmental role of the publisher, against the background of the information age the world is entering today. The publishing industry is regarded as both a vehicle for and the product of development, which entails a twofold responsibility: the development of society in general and the development of the industry in particular. This study highlights the role of the publisher in the development of society, and it is argued that the recent changes in the education system and the language policy potentially offer a great challenge to educational publishers in South Africa to help create suitable educational material in order to facilitate the successful implementation of the new curriculum, thereby contributing to the development of South African society as a whole. However, developments since 1994, when the new political dispensation came into effect, have practically halted the development input of publishers in the new education system and created a severe crisis for the educational publishing industry.Dissertation (MA)--University of Pretoria, 2012.
Information Science
unrestricted
30
Åkerlund, Andreas. "Mellan akademi och kulturpolitik : Lektorat i svenska språket vid tyska universitet 1906–1945." Doctoral thesis, Uppsala universitet, Historiska institutionen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-133779.
Анотація:
The aim of this thesis is to analyze the establishment and development of lectureships in the Swedish language in German universities during the first half of the 20th century. Building on earlier research about the role of language teaching abroad for public diplomacy, the study sees the lecturer as a part of both the the academic and political fields in Germany and Sweden. The establishment of and changes in the system of lectureships in Swedish 1906–1945 are explained through an analysis of the actors involved and of the assets allowing the actors to control both the establishment of lectureships and the appointment of lecturers in Germany. During the Weimar Republic a number of actors were involved in the establishment of the lectureships. They included academics with a scholarly interest in Scandinavian languages and old Norse,, the German state, which worked to promote the study of foreign countries and international academic mobility as a way of breaking German isolation after World War I, and the Swedish organization for the preservation of Swedishness abroad for which the teaching of Swedish abroad was a way of increasing the academic status of the language. After the National Socialist takeover in 1933 the NSDAP and the Swedish foreign ministry also took an interest in the Swedish lectureships in Germany for propaganda purposes. The dissertation shows how a system for the appointment of Swedish lecturers to Germany was established through interaction between the actors. Central in this process were the control over economic assets, a social network which made recommendations of lecturers possible, and the control over communication between both the lecturers and universites and between the German and Swedish states. The study also shows that the uneven distribution of assets between German and Swedish actors resulted in an inferior position for the German state and organizations in relationship to their Swedish counterparts.
31
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.
Анотація:
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)
32
Shih, Hung-Ping, and 史弘平. "Effects of Language Policy on Language Proficiency and National Identity: The Case of Postwar Taiwan." Thesis, 2018. http://ndltd.ncl.edu.tw/handle/rjuhrf.
Анотація:
碩士國立臺灣大學
經濟學研究所
106
In this paper we examine the effects of reinforced language policy implemented by Kuo Min Tang(KMT) government after 1973. After the policy enhanced, students and teachers were prohibited to speak dialects, mostly Taiwanese, in school. We use Taiwan Social Change Survey and Social Image Survey to check whether this change had impacts on the language proficiency and national identity of affected cohorts. We assume cohorts born after September 1961 would be affected and estimate the effects through OLS and regression discontinuity design. The results show that the affected cohorts would have lower Taiwanese proficiency, and meanwhile would have lower support for independence. They also identify themselves more as Chinese relate to Taiwanese, but more dislike KMT. It seems that the language policy was valid since it weakened the Taiwanese proficiency and raised the Chinese identity.
33
"Curriculum reform in South Africa : assessment of English in the national qualification framework." Thesis, 2009. http://hdl.handle.net/10210/2972.
34
Chuang, Hui-Chin, and 莊慧瑾. "The Impact of Language Policy to The National Identity: A Case Study of Standardization of Serbo-Croatian." Thesis, 2019. http://ndltd.ncl.edu.tw/handle/efhh9e.
Анотація:
碩士國立政治大學
斯拉夫語文學系
107
The thesis aims to, on the one hand, figure out how language policies have influenced national identity in Yugoslavia, and investigate the collapse of the Serbo-Croatian language. The Serbo-Croatian language was a cultural invention of nationalism during the eighteenth and nineteenth centuries. Under the influence of romanticism, south Slavic scholars began to trace back who they were and tried to reconstruct their identity and to build their nation. Sharing the same spirit, Serbian linguist Vuk Karadžić and Croatian linguist Ljudevit Gaj reformed both Serbian and Croatian languages, as an approach to demonstrate their independent national identity to other Europeans. In 1850, the term “Serbo-Croatian” was coined and had existed until the end of the twentieth century. However, the term “Serbo-Croatian” was eventually collapsed and divided into “Serbian,” “Croatian,” “Bosnian,” and “Montenegrin.” The names of these languages also embody their “state-nations.” The thesis reaches a conclusion that language is a key to unite people; however, when the civil war broke out in 1990s, the name of this unified “language” had nonetheless become a critical site of struggles. This particular case study demonstrates how nationalism and national identities have affected language policies, instead of the other way around. It is important to emphasize that while a nation endeavors to create its “language,” such a linguistic formation would simultaneously construct its creator. The thesis is to provide a case study of Yugoslavia, we can see how nationalism affects language policy, but at the same time how language policy makes impact on national identity. I hope this paper can bring some insights for Taiwan's current language policy and language planning.
35
Dlodlo, Sindile. "An investigation into nation building through the national anthem in Zimbabwe : a sociolinguistic approach." Thesis, 2019. http://hdl.handle.net/10500/26606.
Анотація:
Includes bibliographical references (leaves 171-177)The study is an investigation into nation building through the national anthem in Zimbabwe. It takes a sociolinguistic dimension where the languages used to sing the national anthem in Zimbabwe are interrogated. The impetus behind the study is that Zimbabwe introduced a new language policy through the constitution where sixteen languages are officially recognised. While citizens look forward to the use of their languages, national symbols such as the national anthem still exist in dominant languages, at least officially. The study therefore sought to find out the views and language choices of citizens when it comes to singing the national anthem. This purpose was fulfilled by eliciting data through questionnaires which were distributed to four areas where marginalised languages are spoken. Participants were drawn from Plumtree, Gwanda, Hwange and Binga. Apart from questionnaires, focus group interviews were conducted with language activists who participate in language associations. Individual interviews were conducted with academics in the area of language. The conceptual framework of the study is nation building which is underpinned by four tenets, while the theory that guided the study is Bourdieu’s theory of social practice. The conceptual framework and theoretical framework were chosen to allow the study to investigate nation building in relation to the sociopolitical context which determines the use of languages in different spheres in Zimbabwe. The study extricates that language is politically malleable and at the same time has the potential to make or break the nation. Respondents were of mixed views concerning the non-use of their languages in the national anthem, bringing out the hegemonic tendencies. The findings of the study show that language is a form of identity and a strong tool of nation building. However, language policies which are not clear tend to confuse the citizens and there is need for the political elite to be involved in the implementation of such policies. The study hence advocates for marginalised languages to be accorded the status they need in order to be used for national symbol expression.
African Languages
D. Phil. (African Languages)
36
Liao, KueiChiu, and 廖貴秋. "A Study on the Relationship between the National Policy and Promotion of Hakka Language by Gu,Guo-Shun." Thesis, 2017. http://ndltd.ncl.edu.tw/handle/21793852108650800703.
Анотація:
碩士國立臺灣師範大學
圖文傳播學系
105
This thesis is Qualitative Research, and the study's subjects is Gu,Guo-Shun professor and National Haka Language Policy. We use the in-depth interview to understand the promotion experience of Gu,Guo-Shun for Hakka Language. He has involved in Hakka important stage of development and National Haka Language Policy. The research result can provide the suggestion to how to promote and learning the Hakka Language, and also can be as the reference for the National Haka Language Policy.
37
Wu, Jui-Lung, and 吳瑞龍. "The Cultural Impact of Language Policies in Taiwan: A Study on the recent national language policy as a form of cross-cultural accommodation in Taiwan." Thesis, 2010. http://ndltd.ncl.edu.tw/handle/15544239350166201821.
Анотація:
碩士義守大學
應用英語學系碩士班
98
English as a global language connects the modern world, bridging the gap between different people from different countries. It enables, therefore, greater mutual understanding between different ethnic groups that use this language. The significance of the global role of English is well-expressed by the eagerness with which non-English countries adapt their educational language policies, essentially because of its important communicative function. We are aware that the language development of a country plays an important role with respect to its present and its historical background and cultural characteristics. The implementation of a new national language policy would change its language ecology and cultural self-understanding, at least to a certain degree. Here in this thesis I take a closer look on the relation between language policies and culture, based on some observations regarding the impact of such policies on the cultures of Taiwan. I am also using the historical examples of Vietnam and Singapore to stress my point. In these cases, I believe it can be demonstrated that the imposition of a new language on the existing vernaculars in a society creates cultural problems of identification of an ethnic group under any form of foreign dominance. Today, we have similar problems. Linguistically speaking, the new situation with English as the global language that is conquering Taiwan without the force of an army possibly compels children to solve the dilemma between choosing one’s cultural identity on the basis of a culturally alienating language policy.
38
Yu, Fuwei, and 游馥瑋. "Education Policy during the Initial Stages of Japanese Colony in Taiwan: A Study from the National Language Learning School (1896.7─1898.10)." Thesis, 2011. http://ndltd.ncl.edu.tw/handle/25384658525140926735.
39
Ngandini, Patrick. "The marginalisation of Tonga in the education system in Zimbabwe." Thesis, 2016. http://hdl.handle.net/10500/22593.
Анотація:
The study interrogates the marginalisation of the Tonga language in the school curriculum of Zimbabwe. It explores the causes of marginalisation and what can be done by the Zimbabwean government to promote the Tonga language in the school curriculum at all levels in the education domain in Zimbabwe. In the study, the researcher uses a mixed method approach where qualitative and quantitative research techniques are used to corroborate data from different data gathering sources.
The postmodernist theory is used in this research because of its encouragement of pluralism in society so as to enhance social cohesion. This is so because all languages are equal and they share the same functions and characteristics. There is no superior or inferior language in the eyes of the postmodernists. Participants for this study were drawn from district officials, selected primary and secondary school educators, primary and secondary school heads, all from Binga district of Zimbabwe and three university Tonga language lecturers, all purposefully selected. Focus group discussions, interviews, questionnaires, documents analysis and observations were used to collect data for this study. The data collected was then analysed using qualitative and quantitative analysis for triangulation purposes.
The research established that the marginalisation of the Tonga language in Zimbabwe is caused by both exogenous and endogenous factors. The major factor is Zimbabwe‘s lack of a clear language policy exacerbated by attitudes of the different stakeholders which has also facilitated and enhanced the peripherisation of the Tonga language in Zimbabwe. The government of Zimbabwe has a tendency of declaring policies and not implementing them. Consequently, the government reacts to language problems as they arise. The study also reveals the importance of the Tonga language in the school curriculum in Zimbabwe. It also establishes that, for the Tonga language to be promoted there is need for the expeditious training of educators by the Ministry of Higher and Tertiary Education, Science and Technology Development. There is need for the government of Zimbabwe to strengthen their language policy so that the status of Tonga is enhanced and uplifted. A strong language policy will compel different stakeholders to stick to their mandate thereby improving the place of the Tonga language in the school curriculum at all levels of the curriculum in Zimbabwe.African Languages
D. Litt. et Phil. (African Languages)
40
Viktora, Matyáš. "Jazykový politika jako nástroj budování národa: Případová studie Ukrajiny po Majdanu." Master's thesis, 2020. http://www.nusl.cz/ntk/nusl-415151.
Анотація:
In this thesis, the issue of language policies and nation-building as seen by a constructivist perspective are studied, the studied case being the Post-Maidan Ukraine. It is argued that the ruling elites of Ukrainian society are persuading the members of minority-language populations to re-categorize themselves according to the blueprint of national and linguistic identities that the elites are presenting. The thesis studies the responsiveness of the populations of Kyiv, Dnipro, Uzhhorod and Odesa to the identity-building efforts. To assess the success rates of the endeavour, the method of linguistic landscape analysis and a survey among students of Czech in Ukraine are employed. In the linguistic landscape analysis, the behaviours of issuers of official, commercial and informal messages appearing in the studied cities are observed. Looking at the language composition of these signs, the overall responsiveness of the populations towards the official language policies, and, by extension, towards the nation-building efforts overall, are assumed. The survey then provides supporting evidence by asking the respondents questions about their attitudes towards the language legislation and stance on the issue of language use in the country. It is observed that in informal contexts, the messages often revert...
41
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.
Анотація:
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.
42
Mpofu, Phillip. "Multilingualism, localism and the nation : identity politics in the Zimbabwe Braodcasting Corporation." Thesis, 2013. http://hdl.handle.net/10500/18663.
Анотація:
This study examines the mediation of multilingualism, localism and the nation in the Zimbabwe Broadcasting Corporation, henceforth, ZBC as the local content and multilingual broadcasting policies subsumed in the Broadcasting Services Act (2001) and the Broadcasting Services Amendment Act (2007) respectively translated into radio and television programming. This purpose is pursued by analysing the language choices and practices on the ZBC radio and television stations and programming. This study is informed by an eclectic approach within the critical theory tradition and therefore it disapproves the domination, marginalisation and exclusion of the indigenous African languages in the ZBC as a public sphere. Against this backdrop, the study envisages the promotion of linguistic diversity and indigenous African languages in the ZBC broadcasting. Data for this study was gathered from the ZBC employees, academics and the ZBC audience using questionnaires, interviews, and focus group discussions. As the local content and multilingual broadcasting policies translated into ZBC programming, this study detected a hierarchical organisation of the languages spoken in Zimbabwe on the radio and television stations where English is the most dominant language, while Shona and Ndebele dominate the minority languages, Shona dominates Ndebele and the supremacy of the Zezuru dialect in the Shona language is easily felt. This is a confirmation of the fragility of Zimbabwean linguistic nationalism in the ZBC which is convoluted by the ideological and political nature of the media, electronic colonisation, the political economy of broadcasting, the transformation of the ZBC public sphere by the market and state interests, the influence of the global media firms, and the relentless hegemony of the western countries in the world system. This study established that broadcasting in indigenous African languages is obligatory if the informative, communicative and symbolic functions of the public service broadcasting are to be achieved. However, this study contends that it is remarkably insufficient for linguists to minimally identify, lament and deplore the marginalisation and exclusion of the indigenous African languages in the ZBC without taking into account the economic, political and technological factors which contribute to the marginalisation and exclusion of these languages in the ZBC broadcasting in the context of the local content and multilingual broadcasting policies. Therefore, this study implores scholars in the discipline of language studies to ameliorate their sophistication by espousing a multidisciplinary approach to the study of language if they are to make meaningful arguments which can influence meaningful language policy outcomes instead of parroting.African Languages
D. Litt. et Phil. (African Languages)
43
Amponsah, Samuel. "The use of Student Teams Achievement Division as a teaching strategy in English first additional language in KwaZulu-Natal." Thesis, 2014. http://hdl.handle.net/10500/18335.
Анотація:
The paradigm shift in teaching from the teacher-centred approach to the learner-centred approach in recent years has impacted on the way teachers go about their duties in the classroom. This paradigm shift necessitated this research with the aim of investigating how the Student Teams Achievement Division (STAD) technique can be used as a cooperative learning technique to teach EFAL in Kwazulu-Natal.
The purpose of this study was to design a framework for the implementation of STAD as a cooperative teaching strategy for EFAL teachers by gleaning literature on teaching and learning, cooperative learning and STAD in chapters two to four of this study. Empirical research, by way of a survey and focus group discussions were also conducted in four out of the twelve districts in the Kwazulu-Natal Province to help solidify the framework designed in this study.
In striving to get in-depth insight into this study, the post-positivist-constructivist paradigm, which calls for the mixed methods research design was employed for the collection and analysis of data. Specifically, the Likert scale survey questionnaire and focus group discussions were used to collect data, through the sequential mixed methods design for the quantitative and qualitative phases of this study respectively, from a sample of 220 respondents and twelve participants. The findings of this research indicated that the time spent in training teachers towards the implementation of the STAD technique was not adequate. That notwithstanding, it was indicative that teachers make efforts to implement the strategy in their teaching and the results proved to be very positive as the technique continues to help improve upon learners’ performances and builds in them qualities such as critical thinking skills, good discussion skills and positive collaborative learning.
In the nutshell, the literature study, the findings of the empirical research and the recommendation of this study forms the basis for designing the framework for the implementation of STAD as a teaching strategy for EFAL teachers.Curriculum and Instructional Studies
D. Ed. (Curriculum Studies)
44
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.
Анотація:
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)
45
Dollie, Na-iem. "Dialogical narratives : reading Neville Alexander's writings." Thesis, 2015. http://hdl.handle.net/10500/19887.
Анотація:
This thesis is a transdisciplinary study of leading South African Marxist intellectual, political activist and sociologist of language Neville Edward Alexander’s written work in English. It is an attempt to explore the “dialogical narratives” as a proposition in my assessment of his work and it is also a description of a method he employs to arrive at his own political and literary compositions. In tracking his formation as a political subject and an activist, Alexander’s and other writers’ interpretations of his meetings with and his stories about people are explored. His writings cover the spectrum of politics, education and language, and he employed a political economy approach in all his written expositions. The study argues that he had an exceptional ability to “argue against himself” because he was a dialectical reasoner and because he embraced the political and sociological toolkit of historical materialism as the philosophical matrix of his work.History
D.Lit et Phil. (History)
46
Hamatová, Kateřina. "Jak se (ne)dělá autonomie: činnost Hnutí autonomie Slezska na půdě polského parlamentu." Master's thesis, 2015. http://www.nusl.cz/ntk/nusl-331803.
Анотація:
This diploma thesis focuses on activities of the Silesian Autonomy Movement (RAŚ) on the platform on the Polish Parliament, while using theoretical concepts advocacy coalition and agenda setting. In the first part of my thesis, I will define goals of RAŚ and identify three most important ones, which will create the core of my research: Silesian language statute, minority statute of Silesians and problem of Upper Silesian autonomy. Then, I will define political subsystems, which reflect the three already mentioned main topics. Within each political subsystem, I will define two competing advocacy coalitions. In the next chapter I will analyse respective political subsystems and discussions, which is taking place among competing advocacy coalitions. I will stress the importance on the process of policy agenda setting. As a parameter of success I will seek for the existence of legislative proposals, proposed by advocacy coalitions. Then, I will analyse processes within respective political subsystems since 2005. In the final part of my thesis, I will strive to answer my research questions and compare the results with my hypotheses. Thanks to my research, I will be able to better understand activities of RAŚ, and of advocacy coalitions respectively, on national level.
47
Ullmannová, Nicola. "Právní postavení menšin v Rusku." Master's thesis, 2019. http://www.nusl.cz/ntk/nusl-409254.
Анотація:
1 Abstract Thesis title: The legal status of minorities in Russia This work is an overview of the legal status of minorities in Russia and their mutual interaction with the dominant nation in individual historical stages. Its subject is to explore changes in the status of minorities in political, cultural, linguistic, religious and fundamental human rights. This is put in the historical context and the influence of the state's minority policy on state integrity is examined, including the assessment of the adequacy of the state-legal arrangement for the needs of national minorities. The space is also devoted to the administrative division of the country, which plays an important role in Russian terms. The pros and cons of period legislation are evaluated. Its impact on the practical life of minorities is illustrated by examples of specific minorities. The work is structured chronologically, presenting the history of Russia primarily in terms of milestones relevant to national minorities. The first part devoted to the Russian Empire monitors its gradual expansion and differences in the legal status of the conquered nations. Approximately from the middle of the 19th century, the Russian legislation has been directed towards unification, resp. Rusification of the whole empire, while the causes and effects of...
48
Dilrajh, Kamla Moonsamy. "Fasiliteringsvaardighede vir T2-Afrikaansonderrig." Thesis, 2002. http://hdl.handle.net/10500/2450.
Анотація:
Text in AfrikaansSummaries in Afrikaans and English
This study aims to investigate and explain how the L2 -facilitator can effectively employ the various facilitation skills of language teaching in Afrikaans Second Language within the Outcomes Based Education framework in the learner-centred classroom. The facilitator is critical in providing an opportunity for multicultural learners to develop the necessary language learning skills to enjoy Afrikaans Second Language/Additional Language learning as an interesting learning experience within a positive learning milieu. In the learner-centred U -classroom, learners too must accept responsibility for their own and their peers' learning within the co-operative learning group. This study reveals how the L2 -facilitator can develop the necessary knowledge and skills concerning groupwork, such as the strategies enhancing L 2 -learning, effective group facilitation skills, learner attitudes towards the facilitator, problem-solving skills, co-operative learning as a control technique, communication, learners' behaviour and the advantages of groupwork. Furthermore, elements of classroom negotiation and the facilitator's methods of working in this negotiated partnership are also discussed. Since language learning is integral to lifelong learning, multicultural learners must be motivated to learn Afrikaans Second/ Additional language with greater enthusiasm. This necessitates the L2 -facilitator creating an interesting, challenging and authentic language learning environment where mutual respect and trust are emphasised. This study reveals how the L2 -facilitator could develop his/her knowledge of task-based L2 -teaching and use it with the effective techniques of facilitation and negotiation skills in the taskorientated second language classroom to lead learners to effective Afrikaans L2 -learning. The new National Language Standardisation Policy 200112002 necessitates the facilitator of Afrikaans L 2 -teaching/learning within the Outcomes Based Education framework and the revised Curriculum 2005 to be aufait with assessment and his/her role in assessment. Being knowledgeable on the various criteria and strategies regarding assessment is therefore imperative. Finally, chapter five illustrates practically how the facilitator could plan, organise, base, integrate and present authentic Afrikaans L 2 -lessons/work based on the theoretical knowledge and aspects of facilitation skills, group-work, task-based learning and assessment discussed in chapters two to four.
Daar word in die studie gepoog om te ondersoek en te verduidelik hoe die T2-fasiliteerder die verskillende fasiliteringsvaardighede ten opsigte van T2 -Afrikaansonderrig binne die UGO -raamwerk in die leerdergesentreerde T2-klaskamer effektief kan gebruik. Die fasiliteerder behoort sy multikulturele leerders die geleentheid te gun om die nodige taalleervaardighede te ontwikkel sodat hulle Afrikaans Tweedetaalleer/ Addisionele Taalleer as 'n interessante leerervaring binne 'n positiewe leerklimaat kan geniet. In die leerdergesentreerde T2 -klaskamer moet die leerders ook die verantwoordelikheid vir bulle eie leer, en vir die leer van ander leerders binne kooperatiewe leergroepe kan aanvaar. Die wyse waarop die fasiliteerder van T2-leer die nodige kennis en vaardighede ten opsigte van groepwerk kan ontwikkel, word deur die studie aan die lig gebring. Die verskillende strategiee wat die aanleer van die tweedetaal binne groepwerk bevorder, effektiewe groepsfasiliteringsvaardighede, leerders se gesindhede teenoor die fasiliteerder, die probleemoplossingsvaardighede, kooperatiewe leer as beheertegniek, kommunikasie, leerdergedragswyses en die voordele van groepwerk kom aan bod. Elemente van klaskameronderhandeling en die fasiliteerder se werkswyse in die onderhandelingsvennootskap word ook bespreek. Aangesien taalleer 'n integrale faset van lewenslange leer vorm, moet multikulturele leerders gemotiveer word om Afrikaans Tweedetaal/ Addisionele Taal op 'n meer entoesiastiese wyse te kan leer. Die T2 -fasiliteerder moet 'n interessante, uitdagende, outentieke taalleeromgewing skep waarin wedersydse respek en vertroue beklemtoon word. Die studie toon die wyse aan waarop die T2 -fasiliteerder sylhaar kennis in verband met taakgerigte T2 -onderrig kan ontwikkel en dit met die effektiewe fasiliteringstegnieke en onderhandelingsvaardighede in die taakgeorienteerde T2-klaskamer kan kombineer en gebruik om leerders tot effektiewe T2 -Afrikaansleer/ Addisionele Taalleer te kan lei. Die nuwe Nasionale Taalstandaardiseringsbeleid 2001/2002 vereis dat die fasiliteerder van T2-Afrikaansonderrig/-leer binne die UGO -raamwerk en die hersiene Kurrikulum 2005 deeglike kennis moet dra van assessering en sylhaar rol in assessering. Deeglike kennis ten opsigte van die verskillende assesseringskriteria en assesseringstegnieke is dus noodsaaklik. Daar word in hoofstuk vyf aangetoon op watter wyse die fasiliteerder outentieke praktiese T2-Afrikaanslesse/-werk, kan beplan, organiseer en dit op die teoretiese kennis en aspekte ten opsigte van fasiliteringsvaardighede, groepwerk, taakgerigte leer en assessering wat in hoofstukke twee tot vier bespreek word, kan toepas en geintegreerd kan aanbied.
Afrikaans and Theory of Literature
D.Litt. et Phil. (Afrikaans)