Thesis (M.A.)--California State University Channel Islands, 2009. / Submitted in partial fulfillment of the requirements for the degree of Masters of Arts in Education. Title from PDF t.p. (viewed October 20, 2009).

This study aims at eliciting what shifts in term of multilingual possibilities can be detected in the language attitudes of first year National Diploma in Financial Information Systems students and their lectures. Qualitative methods are used: data is gathered using a questionnaire, 3 focus group discussions with students, interviews with 2 lecturers as well as an interview with language development practitioner. The questionnaire is modelled on attitudinal studies conducted at University of the Western Cape (Dyers 2001), University of Ford Hare (Dalwit 2001) and at Rhodes University (Aziakpono 2008). The questionnaire data, however, is only used a precursor to the study. The focuses of the study are the 3 focus group discussion and the semi structured interview with two lecturers and language development practitioner. The results of the snap shot questionnaire and first focus group discussion are similar to the three studies on language choices at Fort Hare, Rhodes and the University of the Western Cape respectively whereby students prefer English as the language of learning and teaching. The second focus group discussion is based on an article which students had to read. The article, Here, mother tongue clashes with her mother‟s tongue, focuses on the price that South African black children will pay for the constant erosion of African languages. The article‟s provocative focus challenges commonplace acceptance of English and so resonated with the students‟ exploration of multilingual possibilities. Focus group three revealed that students had experienced an attitudinal shift and realized the significance of mother tongue education as well as the importance of multilingual strategies.

Tyrimas atliktas Kauno apskrities kurčiųjų ir neprigirdinčiųjų ugdymo centre. Analizuota mokslinė literatūra, Centro dokumentai, anketinio klausimyno metodu apklausti šioje institucijoje dirbantys pedagogai. Atlikus tyrimą paaiškėjo, kad kitaip organizuojant patį mokymo procesą, patobulinus kai kuriuos jo elementus, mokymo procesas vyktų efektyviau. Mokymo proceso metu mokytojas susiduria su tokiomis problemomis: nepritaikyti vadovėliai; vaikai nesupranta daugelio, kartais net ir labai elementarių, aiškinamų dalykų; nesunorminta gestų kalba ir nepakankamas jos mokėjimas bei kiti sunkumai perteikiant medžiagą gestų kalba, kurie apsunkina mokymo procesą. Neigiamą įtaka taip pat daro ir tai, kad vaikai dažnai nesidomi dalyku – tuomet išlaikyti jų dėmesį ir perteikti mokymo turinį yra. Tyrimas taip pat atskleidė, kad nedrausmingi moksleiviai trukdo mokymo procesui. Nepakankamas dėmesys skiriamas plėtoti bilingvinio metodo plėtoti taikymui, siekiant, kad jis įsitvirtintų mokymo procese kaip pagrindinis, nes šitaip perteikiamas mokymo turinys yra priimtiniausias kartu mokant kurčius ir neprigirdinčius moksleivius. Norint išvengti, ar bent sumažinti šias problemas, reikėtų kuo daugiau rengti kurtiesiems ir neprigirdintiesiems pritaikytų mokymo priemonių, ypač vadovėlių. Reikėtų atsižvelgti ir į tai, kad šie moksleiviai, kaip iš prigimties bilingvistai, būtų mokomi bilingviniu metodu, kuris jiems yra tinkamiausias. Kad tai būtų galima padaryti, reikia kuo skubiau vystyti pedagogų... [toliau žr. visą tekstą] / The research was accomplished at Kaunas County Deaf and Hearing Impaired Educational Centre. Scientific literature and Centre documentation were analysed, educators working at the Centre were interviewed in method of questionnaire survey for its purpose. The research revealed that, the process of education was more successful, if the process of teaching itself was differently arranged, and some of its elements were improved. In the course of education, teachers encounter different problems: inapplicable texbooks, students unable to perceive most of, even elementary, topics, non-standardization of gestural language, or inaptitude to speak it appropriatelly, as well as other difficulties in conveying material in gestural language, aggrevate the teaching. The negative signs also occure as students often are not interested in the subject taught – it becomes especially complicated to attract and retain their focus of attention, and subsequently to convey knowledge. The research revealed, that undisciplined students intervene process of teaching. More attention should be paid to develope bilingual method, and seek to introduce it as the main in the process of teaching, as this pattern is the most acceptable to communicate knowledge to boths deaf and hearing impaired students. On purpose to avoid or at least to decrease these problems, more learning facilities, especially handbooks, for deaf or hearing impaired should be prepared. Considering these students being inherently... [to full text]

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Thesis ( M.A. (Translation Studies and Linguistics)) -- University of Limpopo, 2020 / Bilingual dictionaries often do not meet the needs of dictionary users because they contain information that is not well presented. This poses as a challenge to the users because they end up retrieving the wrong information. Divergence is one of the most important equivalent relation in bilingual dictionaries and lexicographers often take it for granted. This study analyses the presentation of divergence in selected Northern Sotho/English bilingual dictionaries with reference to Pharos Popular Northern Sotho Dictionary and Oxford Northern Sotho/English Bilingual Dictionary. This study further analyses the use of structural markers in bilingual dictionaries because the correct/incorrect use of structural markers also have an impact on the presentation of divergence. This study reveal that bilingual dictionaries can become user-friendly and meet the needs of the users if lexicographers can apply appropriate strategies when compiling dictionaries as this will lead to communicative success

Many bilingual Spanish-English preschool aged children are impacted by speech sound disorders; and research has shown that bilingual speech sound systems develop differently than monolinguals'. Research has also shown that, for monolingual English and Spanish speakers, parent reports can be a valid tool for identification and single-word assessments can effectively diagnose speech disorder, yet little, if any, normative data or information about the validity of parent reports as an identification tool exists for bilingual Spanish-English speakers. The purpose of the present study was to create bilingual speech normative data for English single-word assessment scores for percent consonants correct (PCC), percent vowels correct (PVC), and the index of phonetic complexity (IPC). It also sought to determine correlations of speech scores and parent reports, which was done as an extension of Stertzbach's 2005 study with monolingual Spanish speakers. Fifty-six bilingual Spanish-English 4-year-olds were administered a single-word assessment in English and normative data was generated from the PCC, PVC, and IPC scores. That normative data was correlated with Likert values from the parent surveys to establish the validity of the report as an identification tool, and finally, the disordered scores (as determined by the normative data) were explored in relation to previous suspicion or diagnosis of disorder. The normative data showed 89% of speech scores falling within the typical range for both PCC and PVC and 93% for IPC. Pearson coefficients were computed by regression analysis and parent reports were deemed a valid tool for identification based on statistically significant correlations (at the .05 level) for 6 of 10 questions. Previous suspicions of disorder, based on parent report or examiner questionnaire, were 87.5% and 91% accurate, respectively, while current diagnosis, based on the presence of an existing Individualized Family Service Plan (IFSP), was 93% accurate. The results were consistent with previous research showing the prevalence of speech disorder as well as the validity of the parent report.

This study addresses the following questions; 1) How does reading The Book of Mormon Diglot Reader compare with reading the Spanish translation of The Book of Mormon in terms of degree of anxiety, frustration, and discouragement experienced by the reader? 2) Will the missionaries using the Diglot Reader experience a greater increase in the amount of Book of Mormon vocabulary acquired as compared with the vocabulary increase experienced by the missionaries who only read from the standard Spanish translation of The Book of Mormon? 3) Does the use of the Diglot Reader increase the missionaries' ability to understand sentences from The Book of Mormon in Spanish compared to the missionaries who do not use the Diglot Reader?