Global ETD Search

1	An evaluation of the Rwandan trilingual policy in some nursery and primary schools in Kigali City Niyibizi, Epimaque 06 1900 (has links) This research study aims to evaluate how the trilingual policy (Kinyarwanda, French and English) is implemented in Kigali City’s nursery and primary schools in terms of facilitating learners’ cognitive academic language proficiency (CALP) development, in both the pre-2008 and post-2008 language policies. It is an exploratory-qualitative-interpretative research study, which analyses the language preference, the age of change-over and the multilingual models adopted and how they contribute to learners’ CALP development. It also analyses the implications of the post-2008 policy. The findings indicated that initial bilingualism, initial trilingualism, early total immersion and gradual transfer models were implemented in the pre-2008 policy; while the post-2008 policy implements early total immersion. The learners’ CALP in both the MT and the AL could be more developed in public schools under the pre-2008 policy due to exposure to Kinyarwanda instruction from the start but it may not be developed fully under the post-2008 policy, because English is used as MOI from the onset of education. / Linguistics / M.A. (Applied Linguistics) Language policy Mother tongue Bilingualism Medium of instruction Cognitive Academic Language Proficiency Additional languages Basic Interpersonal Communicative Skills Trilingualism Multilingualism Rwanda 370.11750967571
2	Barriers and bridges : child participation, second-language learning and the cognitive development of the young child Saneka, Nora 02 1900 (has links) The purpose of the research was to look critically at the language development of the young second-language learner within their social context, in relation to theory and practice (praxis), using as a ‘lens’, “the right to participation” (UNCRC General Comment No 12, 2009). Language and communication were seen by the researcher as fundamental to the child’s ‘right to participate’ as ‘agents of their own life’ (General Comment No 7, 2005) as they engage in meaning-making with others, both at home and at school. The research was conducted as a Case Study within a Pre-Primary School over a three month period, with the lead-researcher involving the teachers as co-researchers. A Participatory Action Research methodology was used, within a praxeological conceptual framework. Parents and their young children (between the ages of 2 – 6 years) were participants in the research. Ways were explored to build ‘bridges’ to overcome perceived ‘barriers’ to the children’s participation. Various data collection techniques were used, including the Persona Doll approach, the Mosaic Approach, Documentation of Learning and Learning Story Books. The results of the research were increased awareness of the value of inclusive practices that place a value on diversity and which actively support and promote the use of the mother tongue, as well as the learning of English as a second language. In the course of the research, it was seen as important for adults (parents or teachers) to support the learning of concepts in the mother tongue or in English by verbalizing for the child, while engaging in the process of meaning-making. The ‘choice’ to use English in preference over the mother tongue became apparent. Therefore the research methodology was seen as an important way to develop ‘critical, reflective practice’ amongst the teachers and to create partnerships with the parents. The aim was to strive towards ‘phronesis’ or wise practice, using as a ‘lens’ for critical reflection, the child’s ‘right to participation’ (UNCRC General Comment No 12, 2009). / Psychology of Education / M. Ed. (Educational Psychology) Anti-bias education Bilingualism Conscientization Documentation Image of the child Mediation of learning Participation Praxeology Subtractive bilingualism Culture of childhood UNCRC ZPD: Zone of Proximal Development 372.65210968 Second language acquisition Cognitive psychology Child development Developmental psychology Educational psychology
3	Barriers and bridges : child participation, second-language learning and the cognitive development of the young child Saneka, Nora 02 1900 (has links) The purpose of the research was to look critically at the language development of the young second-language learner within their social context, in relation to theory and practice (praxis), using as a ‘lens’, “the right to participation” (UNCRC General Comment No 12, 2009). Language and communication were seen by the researcher as fundamental to the child’s ‘right to participate’ as ‘agents of their own life’ (General Comment No 7, 2005) as they engage in meaning-making with others, both at home and at school. The research was conducted as a Case Study within a Pre-Primary School over a three month period, with the lead-researcher involving the teachers as co-researchers. A Participatory Action Research methodology was used, within a praxeological conceptual framework. Parents and their young children (between the ages of 2 – 6 years) were participants in the research. Ways were explored to build ‘bridges’ to overcome perceived ‘barriers’ to the children’s participation. Various data collection techniques were used, including the Persona Doll approach, the Mosaic Approach, Documentation of Learning and Learning Story Books. The results of the research were increased awareness of the value of inclusive practices that place a value on diversity and which actively support and promote the use of the mother tongue, as well as the learning of English as a second language. In the course of the research, it was seen as important for adults (parents or teachers) to support the learning of concepts in the mother tongue or in English by verbalizing for the child, while engaging in the process of meaning-making. The ‘choice’ to use English in preference over the mother tongue became apparent. Therefore the research methodology was seen as an important way to develop ‘critical, reflective practice’ amongst the teachers and to create partnerships with the parents. The aim was to strive towards ‘phronesis’ or wise practice, using as a ‘lens’ for critical reflection, the child’s ‘right to participation’ (UNCRC General Comment No 12, 2009). / Psychology of Education / M. Ed. (Educational Psychology) Anti-bias education Bilingualism Conscientization Documentation Image of the child Mediation of learning Participation Praxeology Subtractive bilingualism Culture of childhood UNCRC ZPD: Zone of Proximal Development 372.65210968 Second language acquisition Cognitive psychology Child development Developmental psychology Educational psychology
4	An evaluation of the Rwandan trilingual policy in some nursery and primary schools in Kigali City Niyibizi, Epimaque 06 1900 (has links) This research study aims to evaluate how the trilingual policy (Kinyarwanda, French and English) is implemented in Kigali City’s nursery and primary schools in terms of facilitating learners’ cognitive academic language proficiency (CALP) development, in both the pre-2008 and post-2008 language policies. It is an exploratory-qualitative-interpretative research study, which analyses the language preference, the age of change-over and the multilingual models adopted and how they contribute to learners’ CALP development. It also analyses the implications of the post-2008 policy. The findings indicated that initial bilingualism, initial trilingualism, early total immersion and gradual transfer models were implemented in the pre-2008 policy; while the post-2008 policy implements early total immersion. The learners’ CALP in both the MT and the AL could be more developed in public schools under the pre-2008 policy due to exposure to Kinyarwanda instruction from the start but it may not be developed fully under the post-2008 policy, because English is used as MOI from the onset of education. / Linguistics and Modern Languages / M.A. (Applied Linguistics) Language policy Mother tongue Bilingualism Medium of instruction Cognitive Academic Language Proficiency Additional languages Basic Interpersonal Communicative Skills Trilingualism Multilingualism Rwanda 370.11750967571
5	An assessment of student's English vocabulary levels and an exploration of the vocabulary profile of teacher's spoken discourse in an international high school Creighton, Graham Robert 10 1900 (has links) In many international schools where English is the language of learning and teaching there are large percentages of students whose first language is not English. Many of these students may have low vocabulary levels which inhibits their chances of taking full advantage of their education. Low vocabulary levels can be a particular problem for students in mainstream classes where fluent English speaking teachers are using English to teach content areas of Mathematics, Science and History. Not only do students have to comprehend the low-frequency, academic and technical vocabulary pertaining to the subject, but they also need to know the higher frequency vocabulary that makes up general English usage. If students’ vocabulary levels fall too far below the vocabulary levels with which their teachers are speaking, then their chance of comprehending the topic is small, as is their chance of succeeding in their subjects. This study has two broad aims. Firstly, I have set out to assess the English vocabulary levels of students at an international school where English is the language of learning and teaching. The majority of students at this school do not have English as their first language. The second aim of this study is to explore the vocabulary profile of the teachers’ spoken discourse at the research school. By gaining a better understanding of the nature of teacher discourse – specifically the percentage of high, mid and low-frequency vocabulary, as well as academic vocabulary that they use – English as a Second Language (ESL) teachers will be in a stronger position to identify what the vocabulary learning task is and be able to assist students in reaching the vocabulary levels necessary to make sense of their lessons. This study revealed a large gap between the generally low vocabulary levels of ESL students and the vocabulary levels spoken by their teachers. As a result the need for explicit vocabulary instruction and learning is shown to be very important in English medium (international) schools, where there are large numbers of students whose first language is not English. / Linguistics and Modern Languages / M.A. (Applied Linguistics) English as a second language (ESL) First language (L1) General service vocabulary Academic vocabulary Technical vocabulary Word family High-frequency vocabulary Mid-frequency vocabulary Low-frequency vocabulary General service list (GSL) Academic word list (AWL) Content words Controlled productive vocabulary Formulaic sequences Function words Headword Lemma Word family Word frequency Technical vocabulary English for academic purposes (EAP) Incidental learning Intentioal learning Lexis Collocation Lexico-grammar Concordance Quantitative research Qualitative research Corpus-driven approach Corpus-based approach 428.1 Vocabulary -- Study and teaching English language -- Word frequency English language -- Study and teaching Communicative competence

1

Page generated in 0.1208 seconds