Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / A contemporary view of the teaching of English as an Additional Language (EAL) implies in recognizing practices of reading as a critical literacy, since the students‟ knowledge of the world need to be articulated so that they can be linked with a perspective that every text can generate plural meanings, revealing, thus, cultural and ideological aspects inherent to any discourse (PENNYCOOK, 1994; CERVETTI, DAMICO and PARDALES, 2000; APPLE, CHRISTIAN-SMITH, 2001). The present study takes part of an umbrella project developed at Laboratório de Pesquisa e Ensino de Leitura e Redação (LABLER). From this on, the general goal of this research is no analyze in what extent a textbook of a private course of EAL in Santa Maria-RS recontextualizes the discourse in the field of Language Science. In order to enable the objective of this study, concepts of language as genre, reading as a critical literacy and learning in the current discourse of Applied Linguistics were investigated. The reading activities must take students into develop analytical competences of contexts of language use so that they can be able to analyze discourses (MOTTA-ROTH, 2006, p. 501) as well as establish connections in order to realize that texts constitute, reconstitute and/or change discursive and social practices (MEURER; MOTTA-ROTH, 2002, p. 12). Cervetti, Pardalles and Damico (2001) propose the concept of critical literary as a way of expanding the concept of critical reading. This view shows reading as a meaning construction process, as a way of knowing the world and as a means of social transformation. In this conception, the teaching institutional objectives must reach the development of the student‟s critical awareness who once was a reader of the world and now turn out to be an actor in the world. The results indicate that the conception of language adopted by the Textbook is, partially, consonant with the interdisciplinary approach about the concept of discursive genre covered by Sociorhetoric, Systemic Functional Linguistics and Critical Discourse Analysis. The conception of reading adopted by the collection touches lightly the assumptions of reading as a critical literacy, but not in a way that highlight the objective of the activities of enabling students to question about the author‟s view, for instance. / Uma visão contemporânea de ensino de Inglês como Língua Adicional (ILA) implica em reconhecer as práticas de leitura como letramento crítico, uma vez que os conhecimentos de mundo do aluno precisam ser articulados a fim de alinharem-se com uma perspectiva de que todo texto pode gerar significados plurais, desvelando, assim, aspectos culturais e ideológicos inerentes a qualquer discurso (PENNYCOOK, 1994; CERVETTI, DAMICO e PARDALES, 2000; APPLE, CHRISTIAN-SMITH, 2001). O presente trabalho insere-se dentro de um projeto guarda-chuva desenvolvido no Laboratório de Pesquisa e Ensino de Leitura e Redação (LABLER). A partir disso, o objetivo geral desta pesquisa é analisar em que medida o Livro Didático (LD) de um curso livre de ILA em Santa Maria-RS recontextualiza o discurso do campo da Ciência da Linguagem. A fim de possibilitar o objetivo desse estudo, foram investigados os conceitos de linguagem como gênero, de leitura como letramento crítico e de aprendizagem no discurso corrente em Linguística Aplicada. As atividades de leitura devem levar o aluno a desenvolver competências analíticas dos contextos de uso da linguagem de modo a se tornar capaz de analisar discursos (MOTTA-ROTH, 2006, p. 501) bem como estabelecer conexões de forma a perceber que os textos constituem, reconstituem e/ou alteram práticas discursivas e práticas sociais (MEURER; MOTTA-ROTH, 2002, p. 12). Cervetti, Pardalles e Damico (2001) propõem o conceito de letramento crítico como forma de expandir o conceito de leitura crítica. Essa visão aponta a leitura como um processo de construção de sentido, como forma de conhecer o mundo e como meio de transformação social. Nessa concepção, os objetivos instrucionais do ensino devem atingir o desenvolvimento da consciência crítica do aluno que passa de leitor do mundo para ator no mundo. Os resultados indicam que a concepção de linguagem adotada pelo LD é, em parte, condizente com a abordagem interdisciplinar sobre o conceito de gênero discursivo abarcado pela Sociorretórica, Linguística Sistêmico-Funcional e a Análise Crítica do Discurso. A concepção de leitura adotada pela coleção perpassa os pressupostos da leitura como letramento crítico, mas não de forma que evidencie o objetivo das atividades de possibilitar ao aluno o questionamento sobre a visão do autor, por exemplo.

This thesis examines the responses of the educational system of Cyprus to increasing student diversity. The study it reports was set in a sensitive socio-political context, within which the previously homogenous Greek-Cypriot society faced an unprecedented and unanticipated rise in net migration rates from the mid-1990s. The need to respond effectively to the challenge of increasing population diversity and to issues of ethnic, linguistic, religious and cultural diversification was evident within the wider Cypriot society, and was reflected within the educational system. Despite this, there is an identified gap in knowledge and research on the topic of increasing student diversity in Cyprus. With these concerns in mind, the research focused on exploring the experiences of secondary school students of ages 11-14, who had recently arrived in Cyprus and were categorised as foreign-speaking. The aim was to explore factors hindering and promoting these students’ inclusion in schools through identifying barriers and resources to their presence, participation, achievement and socialisation. The study used a qualitative exploratory case study design. Data were collected in three secondary schools through a multi-method approach that considered the views of various school stakeholders, particularly the “voices” of foreign-speaking students regarding their school experiences. Data analysis involved the constant comparative method which allowed the consistent scrutiny of findings from various research methods using a theoretical framework based on the idea of inclusive education. A model was developed and used to discuss the perceived barriers and resources to foreign-speaking students’ inclusion. Barriers and resources were identified as stemming from educational policy, educational practice in schools and classrooms, students’ traits and characteristics, and finally students’ home and community environments. The barriers created a context of inequality of opportunities for foreign-speaking students’ school experiences and future life achievement in comparison to their other classmates. The findings of the study provide a basis for evaluating exclusionary pressures that prevent foreign-speaking students from engaging meaningfully with their school lives equally to other classmates, and propose that inclusive education within the Cypriot educational context can have a wider scope that does not rest only with traditional research on special needs education. It also confirms the importance of conducting contextualised educational research on issues of inclusion, as relevant literature presents inclusive schools as organisations that should address challenges in reflection to their own cultural and political context. The thesis also suggests that the identified barriers and resources have implications for policy and practice that need to be addressed in order to adopt more inclusive educational pedagogies for foreign-speaking students, and considers it important that the formulation of any response should be informed in reflection to similar international studies. Its implication lies with identifying unused resources that could otherwise be mobilised to enhance schools’ response to increasing diversity. Finally, it makes recommendations for future research on the identified resources for promoting inclusion. Such research should be directed at further exploring the factors contributing to providing equal educational opportunities for all learners within an approach that promotes respect for diversity and considers diversity as a source of inspiration and learning.

Using static forms of assessment with learners who have an additional language (AL) as the language of learning and assessment (LoLTA), especially those that have been identified and labelled low achievers, could do more harm than good. Many people neglect to take account of the complexity involved in learning a second language and often wonder why learners who have an AL as the LoLTA take so long to acquire it at the level of cognitive academic language proficiency. This study investigated the use of dynamic assessment (DA) as a method of assessing learners who have an AL as the LoLTA in mainstream education, focusing on Lagos, Nigeria, in the empirical research. The study looked at ways in which DA could contribute to a solution for the assessment of AL learners, specifically how DA influenced the assessment and performance of AL learners. The study, in addition, sought to establish how static assessment and DA affect the attitude of AL learners towards assessment and their own performance. Finally, the study explored avenues through which DA could be used without it becoming an undue advantage for AL learners. The research was a qualitative study within the interpretive paradigm that sought to understand the subjective experiences of AL learners with assessment. Within a multiple case study, it resembled action research. Eight participants from two schools in UBE 8 (Grade 8) took part in the study, which involved observation of the participants during continuous assessment (CA) cycles, with debriefing and language-related mediation of assessment skills thereafter, in the subjects Business Studies (BS) and Integrated Science (IS). The data collection covered four phases: three CA cycles and the examination of the first school term. Subsequent to Phase I, mediational assessment papers, a glossary and spelling list were used. The findings suggest that DA had a positive influence on the AL participants’ performance and affect during assessment, although to varying degrees. Individual learning potential and context appeared to play a crucial part. Once the participants’ individual challenges were apparent, mediation could be directed at providing appropriate strategies to bridge the gaps. Due to the severity of the AL challenge, some participants seemed to require focused learning support in the AL, as well as mediated assessment sustained over a longer period. DA seemed to effectively provide guidance and feedback to the participants and improved their attitude towards assessment as well as the emotions experienced during assessment. / Thesis (PhD)--University of Pretoria, 2009. / Educational Psychology / unrestricted

Magister Educationis - MEd / Writing is an important aspect of language learning and a tool for assessment in Basic and Higher Education across the globe. Learners need to acquire proficient writing skills to learn and to demonstrate their knowledge and creativity. Given the importance of creative writing in expressing one’s thoughts, emotions and imagination, this study sought to investigate how creative writing was taught through the medium of English First Additional Language (FAL) to Grade 9 learners in one primary school in the Western Cape province. It also sought to observe and analyse the teaching strategies employed by teachers in creative writing to Grade 9 learners who were isiXhosa home language speakers, and who were taught all the subjects (except isiXhosa language) through the medium of English (FAL). Through the lens of Vygotsky’s Social Constructivism Theory, this study explored how the learners’ social context and language played a role in the teaching-learning process. The Social Constructivism theory assumes that the home environment is a primary factor in learning and it is concerned with how learning is facilitated in the classroom. This study employed a qualitative research design by making use of classroom observations, focus group interviews with randomly selected Grade 9 learners, and an interview with the Grade 9 teacher to determine how English (FAL) creative writing was taught and the barriers encountered by learners when taught writing in this language. Data was collected in a township school in Cape Town where the majority of learners were isiXhosa home language speakers. Thematic data analysis was used to make sense of the collected data. Ethical considerations were observed throughout the data collection process. One of the key findings of this study is that the Grade 9 English teacher made use of a teacher centred approach and code-switching in the teaching and learning of creative writing through the medium of English FAL. The findings also indicate that learners had limited English proficiency due to limited exposure to this language in their home environment. This study concludes that writing in English is a challenge to Grade 9 English FAL learners, and this could impede their success in other subjects across the curriculum.

Thesis (M.A. (English Studies)) -- University of Limpopo, 2021 / The study explored essay writing errors of English First Additional Language (EFAL) FET rural learners. The aim of the study was to analyse essay writing errors of the EFAL FET learners in rural schools. EFAL Grade 11 learners together with their educators from 4 circuits in Mopani West District of Limpopo Province (LP), South Africa (SA), participated in the study. The learners’ 40 essays were analysed. Additionally, the learners and educators were interviewed and the data generated were analysed. A qualitative Content Analysis (CA) research method was used to collect data. The sample was made up of 3 instruments; an essay checklist for the 40 essays, EFAL learners’ group interviews that consisted of 4 equal groups made up of 10 learners per school, and interviews with 4 educators from each of the school represented. N – Vivo was used for data transcription, storage and analysis. Errors populated in the checklist were arranged into smaller units, identified, analysed, described and reported. Data obtained through semi-structured interviews with EFAL learners and educators were transcribed and analysed thematically. The analysis of the EFAL FET rural learners’ essay writing errors revealed weaknesses pertaining to choice of essay topics, proofreading, spelling, punctuation and grammar.

This essay describes an action research project conducted twice in the same high school with second year students within the subject English. Students are often unwilling or unable to relate to Shakespeare and his language. It is boring, they say. It is difficult, inaccessible and has nothing to do with us, they say. But how is falling in love unrelatable and boring? How are gangs and families far away from today's society? Romeo and Juliet is relatable and as current today as it was 400 years ago.  The subject English in the Swedish curriculum requires different literary time periods and dramatic text as well as living conditions, attitudes, values, traditions, social issues as well as history, politics and culture from the world where English is used should be integrated into the teaching. Which means that Shakespeare is perfect.  Teaching English using drama is a challenge with students who do not see themselves as ‘actors’, the didactic challenges themselves being of interest in this essay. Students are asked to create a modern devised version of William Shakespeare’s Romeo and Juliet where they work on character using for example Stanislavsky’s methods and improvisation. The aim is to see which didactic changes need to be made for character work and performance to be effective, run smoothly and be fun. The aim is also to better understand how it feels for the students to take on a character. The results show the importance of relevance for the students, leading them slowly into using drama as a method. The play has to be relatable and have a connection to the students own lives. In conclusion, in-depth character work linked to improvisation and devising is important for the development of character.

Magister Educationis - MEd / Writing is an important aspect of language learning and a tool for assessment in Basic and Higher Education across the globe. Learners need to acquire proficient writing skills to learn and to demonstrate their knowledge and creativity. Given the importance of creative writing in expressing one’s thoughts, emotions and imagination, this study sought to investigate how creative writing was taught through the medium of English First Additional Language (FAL) to Grade 9 learners in one primary school in the Western Cape province. It also sought to observe and analyse the teaching strategies employed by teachers in creative writing to Grade 9 learners who were isiXhosa home language speakers, and who were taught all the subjects (except isiXhosa language) through the medium of English (FAL). Through the lens of Vygotsky’s Social Constructivism Theory, this study explored how the learners’ social context and language played a role in the teaching-learning process. The Social Constructivism theory assumes that the home environment is a primary factor in learning and it is concerned with how learning is facilitated in the classroom.

Magister Educationis - MEd / Writing is an important aspect of language learning and a tool for assessment in Basic and Higher Education across the globe. Learners need to acquire proficient writing skills to learn and to demonstrate their knowledge and creativity. Given the importance of creative writing in expressing one’s thoughts, emotions and imagination, this study sought to investigate how creative writing was taught through the medium of English First Additional Language (FAL) to Grade 9 learners in one primary school in the Western Cape province. It also sought to observe and analyse the teaching strategies employed by teachers in creative writing to Grade 9 learners who were isiXhosa home language speakers, and who were taught all the subjects (except isiXhosa language) through the medium of English (FAL).

No description available.

Thesis (M. A. (Language Education)) -- University of Limpopo, 2023 / This study investigated the challenges experienced by Grade 10 learners in the usage of English as the first additional language in classroom academic writing. Qualitative methodology was used to conduct this study where responses from a sample of 10 learners and 2 EFAL teachers were obtained. The participants were purposefully sampled from a secondary school in Tweefontein. The researcher collected data using the semi-structured interviews and document analysis. Selected teachers were interviewed and learners were given an essay writing task. The data was analysed using the inductive thematic data analysis method. The study‟s findings point to social media as the major factor that contributes to the learners‟ usage of social language in academic essay writing. Contraction was found to be the most common language issue in the learners‟ academic writing. The study recommends that stakeholders such as the Department of Education, teachers, parents and learners should work together in order to improve the learners‟ usage of language in academic writing.