The European School system, which is funded by the European Union and its member states, has one of the most comprehensive multi-lingual educational programmes in existence: all students learn not only their own language but also a first and second `foreign' language. Its organisation into different language `sections' is problematic as these do not always correspond with the students in the schools, many of whom speak a different first language from that of the section to which they belong. This study examined the experience of a small group of these students. Adopting a qualitative approach, and using a case study approach, it focuses on issues to do with language and `culture'. The methodology involved both interviews and observation. These included both individual interviews with students and parents, as well as one group interview. The students were also observed in lessons and about the school. Although factors affecting individual students were found to be important, the study strongly suggests that the status of the languages concerned within the school and local society, as well the nature of the educational systems from which the students, or their parents, came, had a considerable effect on how well the students were able to make a successful adjustment to the multi-lingual environment of a European School. The study concludes that the diversity present in the language section of the European School studied necessitates a re-evaluation of the effectiveness of the European School system for it would seem that the presence of many `native' speakers in `foreign languages' courses means that the level of the class is often too challenging for the other students. Additionally, while some students are having their languages supported, others find themselves being `immersed' into language sections and experiencing loss of competence in their own language.

This research project examines the English language needs of science teachers teaching in Italian secondary school classrooms within the Content and Language Integrated Learning (CLIL) approach. The study collects naturally-occurring data from 20 secondary school lessons to investigate the salient features of the language used by six content teachers, most of whom co-teach with language teachers. The data from the classroom observations are enriched by additional material from interviews with the content and language teachers participating in the study. The study analyses the data collected with the main objective of drawing up a rich, detailed picture of the content teachers' language to inform the construct of a performance test designed for the specific purpose of assessing the English language abilities of the content teachers. The investigation examines theoretical models of communicative language ability underlying the development of performance language tests, in particular the model of specific-purpose language testing. A review of tests currently used to assess the foreign language of non-native English speaking content teachers wishing to work in English language medium education systems provides insights into the issues involved in the development of a performance test of teacher language, and highlights the specific features of the CLIL teachers' language. The analysis of the classroom data focuses on four main aspects of the CLIL lessons. Two aspects deal with the classes in general and investigate how the content teachers' foreign language needs are influenced by the activity types observed in the lessons and by the nature of the partnership between the content and language teachers in the co-taught lessons. The third aspect focuses on the content teachers' foreign language ability and investigates their general language proficiency, their use of subject-specific language, and their use of language for classroom interaction. The fourth aspect examines the communication strategies demonstrated by the content teachers to control their own foreign language and that of their learners. This feature is of particular importance as strategic competence is required to implement the pedagogies promoted within the CLIL approach. The findings of the research project have three main applications. The first is to further the understanding ofthe current language needs ofItalian science teachers working in CLIL classrooms. The second is to provide some insights into the future language training ofItalian content teachers wishing to work within the CLIL approach and how this will develop CLIL practice in Italy. The third is to provide a principled basis to the definition of the construct of a test of CLIL teachers' language,. and the development of a CLIL teacher classroom observation instrument for use in the future training and qualification of Italian CLIL teachers.

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Thesis (M.ED (Language Education)) --University of Limpopo, 2010 / This research study investigated subtractive bilingualism in teaching and learning through the medium of English without the support of the mother tongue. The aim was to investigate if it is possible for learners to acquire a second language (English) without totally losing their home language. This was done through: probing the reasons why the language policy is difficult to implement in schools as outlined by the constitution of South Africa; determining the causes of subtractive bilingualism in the school settings and; an emphasis of the rights and responsibilities of educators and parents to make a positive difference in the lives of bilingual and bicultural learners. This research was grounded on Cummins (1991) theory of second language acquisition. The literature review examined other theories of second language acquisition and learning (Krashen 1981). In particular, emphasis was placed on the following broad areas in the literature review: mother tongue development; language shift and language loss; language planning and language policy; language and culture; language and identity, attitudes and equity; language in education; the National Language Policy Framework; and multilingualism. This research was conducted using the qualitative research methodology. A case study design was employed. Three instruments were used for collecting of the data. These were: questionnaires, interviews and classroom observations. The data analysis strategy used in this research was interaction analysis which was done through transcriptions of observations and video and audio recordings of interviews and classroom observations. The following were some of the findings from this research study: learners were not happy with their educators who unduly force them to communicate in English as the educators themselves are also not proficient in the language; learners are afraid to take risks of communicating in English for fear of other learners intimidating them; and many learners now communicate only in English and cannot understand the greater details of their mother tongue. The recommendations of this study are: to reduce the extent of language loss, parents should establish a strong home language policy and provide ample opportunities for children to expand the functions for which they use the mother tongue; parents and care-givers should spend time with their children and tell stories or discuss issues with them in a way that develops their mother tongue vocabulary and concepts so that children come to school prepared to learn the second language successfully without being distracted; funding and resources must be made available for additional language acquisition; well-trained and dedicated teachers with similar linguistic backgrounds to the learners should be hired; and the new language policy should be adopted