El Trastorno del Espectro Autista es una condición que genera dificultades en el aspecto social de la persona que lo padece debido a que sus habilidades, principalmente las comunicativas, se ven afectadas en distintos niveles en cada caso; motivo por el cual se afirma que los tratamientos para ello resultan más efectivos mientras se realicen en el periodo de infancia temprana del paciente. Existen múltiples tratamientos convencionales y alternativos, y en estos últimos mencionados se encuentra aquél que utiliza la música como recurso principal. En este sentido, el objetivo del trabajo ha consistido en analizar el concepto, características, tipos de tratamientos y beneficios de los tratamientos con música para niños que padecen de TEA. Para ello, se ha realizado una amplia revisión de varios artículos y trabajos de investigación realizados por distintos profesionales, especialistas y estudiantes a nivel mundial. Se concluye el presente trabajo afirmando la efectividad de los tratamientos con música en niños con TEA por encima de otros tratamientos alternativos y convencionales, ya que los beneficios que esta aporta se ven reflejados en un incremento notable y prologando de la intención comunicativa estos, así como en un mayor manejo de su lenguaje y vocabulario. Sin embargo, existen factores que impiden el aprovechamiento total de los beneficios terapéuticos, los cuales deben ser solucionados para lograr una aplicación responsable del tratamiento en beneficio del desarrollo integral de los niños. Estos factores son la escasa formación de los profesionales y el uso de espacios inadecuados carentes de recursos para las sesiones. / Autism Spectrum Disorder is a condition that generates difficulties in the social aspect of people because their abilities, mainly communicative skills, are affected at different levels in each case; this is why it is stated that the treatments for this are more effective while they are carried out in the early childhood period of the patient. There are multiple conventional and alternative treatments, and inside the latest mentioned there is one that uses music as its main resource. In this sense, the research objective has been to analyze the concept, characteristics, types of treatments and benefits of music treatments for children that suffer from ASD. To do this, it has been done an extensive review of several articles and research work carried out by different professionals, specialists and students worldwide. The present work is concluded by affirming the effectiveness of music treatments in children with ASD over other alternative and conventional treatments because the benefits that this provides are reflected in a notable and prolonged increase of the communicative intention of these ones, as well as in a better use of their language and vocabulary. However, there are factors that prevent the full use of the therapeutic benefits which must be solved to achieve a responsible application of the treatment for the benefit of the integral development of children. These factors are the lack of prepared professionals and the use of inadequate spaces that lack of resources for sessions. / Trabajo de investigación

The relevance of the research is based on the need to study the factors affecting the professional self-determination of adolescents and young men, including their communicative skills and the characteristics of peer groups, to which young people belong and are affected by. The aim of the research was to study the interrelationship between the indicators of professional self-determination and the communication skill levels in adolescents and young men. Hypothesis of the research: 1. In adolescent boys, unlike teenage girls, the choice of profession is more uncertain. 2. Schoolchildren and students have significant links between the indicators of professional self-determination and their communication skill levels. 3. There is a link between the indicators of professional self-determination and belonging to the group. In the empirical study, the following methods were used: "The Personal Professional Path" questionnaire edited by N. Pryazhnikov, the "Differential-diagnostic Questionnaire" by E. Klimova, the method "Communication and Organizational Propensity" (COS-2) by V. Sinyavsky and B. Fedorishin, the "Sociometry" Method by J. Moreno. The sample of 159 people consisted of students of the 7th and 10th grades, students of the Ural Federal University. The external and internal motives of choosing a profession by adolescents and young men were examined and empirically studied, secondly, the relationship between the choice of profession and professional inclinations, and thirdly, the interrelation of communicative and professional inclinations. The first hypothesis was confirmed by the positive correlation between communicative inclinations and professional intentions in the category "man-man" in respondents. The second hypothesis was partially confirmed: in two classes and in one student group, the differences between the mini-groups were determined by the criterion of professional inclinations, i.e. professional inclinations can be a factor uniting the students in mini-groups, but the final professional choice within the groups is different, therefore, determined by other factors. / Актуальность исследования связана с необходимостью изучения факторов, влияющих на профессиональное самоопределение подростков и юношей, к числу которых относятся их коммуникативное качества, а также особенности групп сверстников, к которым принадлежат молодые люди и испытывают на себе их влияние. Цель исследования заключалась в изучении взаимосвязи показателей профессионального самоопределения и сформированности коммуникативных качеств личности в подростковом и юношеском возрасте. Гипотезы исследования: 1. У подростков-юношей, в отличие от подростков-девушек, выбор профессии отличается большей неопределенностью. 2. У школьников и студентов имеются значимые связи между показателями профессионального самоопределения и сформированностью коммуникативных качеств. 3. Существует связь между показателями профессионального самоопределения и принадлежностью к группе. В эмпирическом исследовании использовались следующие методики: анкета «Личный профессиональный путь» под редакцией Н. С. Пряжникова, «Дифференциально-диагностический опросник» Е. А. Климова, методика «Коммуникативные и организационные склонности» (КОС – 2) В. В. Синявский, Б. А. Федоришина, методика «Социометрия» Дж. Морено. Выборка в количестве 159 человек состояла из учащихся 7-х и 10-х классов, студентов Уральского федерального университета. Были рассмотрены и эмпирически исследованы внешние и внутренние мотивы выбора профессии у подростков и юношей, во-вторых, взаимосвязь выбора профессии и профессиональных склонностей, в-третьих, взаимосвязь коммуникативных и профессиональных склонностей. Первая гипотеза подтверждена наличием у респондентов положительной корреляции между коммуникативными склонностями и профессиональными намерениями в категории «человек – человек». Вторая гипотеза подтвердилась частично: в двух классах и одной студенческой группе выявлены различия между мини-группами по критерию профессиональных склонностей, т.е. профессиональные склонности могут быть фактором, объединяющим в мини-группы учащихся, но окончательный профессиональный выбор внутри групп различен, следовательно, определяется и другими факторами.

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)

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)

The effectiveness of language requires that users of a language be provided with the right knowledge to cope with its complexity and demanding nature especially in the area of writing. In this sense, this thesis sought to draw attention to some of the important features of writing and speaking skills in the English language at two higher learning institutions in Namibia. English is a second language for students at these institutions. Articles 3 and 20 of the Namibian Constitution stipulate that the language policy must promote the use of English in schools (The Constitution of Namibia (1990). It is now 24 years since English as medium of instruction was introduced in schools and tertiary institutions, but some students’ English proficiency is still relatively poor, especially in writing and speaking communication skills. This study investigated the barriers that prevent students to write and speak English well at University A and University B. The writing and speaking skills were investigated through the lens of syllabi/study guides, and lack of practical teaching of oral communication and writing skills inter alia morphology and syntax. Fifty-seven respondents took part in the research, comprising Heads of Departments (Language, Communication and Language Centre), Course Coordinators, lecturers and students in the English field at the two institutions investigated. Students were deliberately selected for the questionnaire to illustrate the difficulties they face when writing and speaking English as a second language. The lecturers were also deliberately selected because they were the ones who were with the students in classrooms. This study used qualitative research to gather information through methods such as observation, interviews, open-response questionnaire items, document analysis and verbal reports. The following were the main findings. There was a lack of specific teaching objectives in oral communication and written skills in the syllabi, while the inability of students to write correct sentences, and the limited time allocated to these courses also played a role. The conclusion drawn from this study is that students’ communicative competency is very poor. Therefore, it is the opinion of this researcher that improvement is much needed regarding syllabi content, teaching approaches of speaking and writing skills, students’ admission criteria and the time frame allocated for the different courses. To answer the research question: firstly the time allocated to some of the English courses is short, there is lack of teaching and learning of oral and writing skills approaches and, the syllabi were planned and design in a way that do not enhance much the teaching and learning of the second language. There are not many activities in the study guides that could be used to enhance students’ communicative competency. Such activities should include subject and verb agreement, passive and active form, sentence construction, word-building using prefixes and suffixes, auxiliaries or activities which give the students a chance to practice a certain aspect of language. Also, since English is a second language for students in Namibia, the institutions must seriously look at the time allocated to the courses they offer so that lecturers can appropriately apply proper approaches to teach writing and speaking skills. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

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)

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)

The effectiveness of language requires that users of a language be provided with the right knowledge to cope with its complexity and demanding nature especially in the area of writing. In this sense, this thesis sought to draw attention to some of the important features of writing and speaking skills in the English language at two higher learning institutions in Namibia. English is a second language for students at these institutions. Articles 3 and 20 of the Namibian Constitution stipulate that the language policy must promote the use of English in schools (The Constitution of Namibia (1990). It is now 24 years since English as medium of instruction was introduced in schools and tertiary institutions, but some students’ English proficiency is still relatively poor, especially in writing and speaking communication skills. This study investigated the barriers that prevent students to write and speak English well at University A and University B. The writing and speaking skills were investigated through the lens of syllabi/study guides, and lack of practical teaching of oral communication and writing skills inter alia morphology and syntax. Fifty-seven respondents took part in the research, comprising Heads of Departments (Language, Communication and Language Centre), Course Coordinators, lecturers and students in the English field at the two institutions investigated. Students were deliberately selected for the questionnaire to illustrate the difficulties they face when writing and speaking English as a second language. The lecturers were also deliberately selected because they were the ones who were with the students in classrooms. This study used qualitative research to gather information through methods such as observation, interviews, open-response questionnaire items, document analysis and verbal reports. The following were the main findings. There was a lack of specific teaching objectives in oral communication and written skills in the syllabi, while the inability of students to write correct sentences, and the limited time allocated to these courses also played a role. The conclusion drawn from this study is that students’ communicative competency is very poor. Therefore, it is the opinion of this researcher that improvement is much needed regarding syllabi content, teaching approaches of speaking and writing skills, students’ admission criteria and the time frame allocated for the different courses. To answer the research question: firstly the time allocated to some of the English courses is short, there is lack of teaching and learning of oral and writing skills approaches and, the syllabi were planned and design in a way that do not enhance much the teaching and learning of the second language. There are not many activities in the study guides that could be used to enhance students’ communicative competency. Such activities should include subject and verb agreement, passive and active form, sentence construction, word-building using prefixes and suffixes, auxiliaries or activities which give the students a chance to practice a certain aspect of language. Also, since English is a second language for students in Namibia, the institutions must seriously look at the time allocated to the courses they offer so that lecturers can appropriately apply proper approaches to teach writing and speaking skills. / Curriculum and Instructional Studies / D. Ed. (Curriculum Studies)

Lorsque nous enseignons une langue étrangère et dans le cas de ce travail, le français, dans une classe, il faut prendre en considération les différents aspects comme l’écriture, la lecture et la compétence communicative sur laquelle ce travail met l’accent. Cette compétence peut être plus abstraite que les autres car il s’agit des dialogues et des discours qui ne peuvent pas être écrits sur un document.  Dans cette étude, nous cherchons à trouver de bonnes méthodes utilisées pour enseigner et promouvoir la compétence communicative des élèves par des professeurs dans un lycée en Suède. Le travail cherche également à trouver comment les professeurs évaluent cette compétence par rapport au plan directif et dans quelle mesure le plan directif est utilisé comme un outil dans l’enseignement. La méthode utilisée est une étude phénoménologique avec une enquête composée de questions qualitatives pour recevoir des réponses plus approfondies. Quatre professeurs d’un lycée ont été interviewés et les données ont été évaluées avec la théorie choisie. La théorie utilisée dans ce travail est un mélange de quelques approches pour enseigner une langue étrangère dans les écoles. Nous avons choisi les approches comme l’alternance codique, l’approche actionnelle, l’approche communicative et une méthodologie de base pour planifier et évaluer les activités et la compétence. Enfin, nous avons regardé les commentaires du plan directif pour les langues vivantes au niveau 3 par Skolverket (2011a) pour plus facilement interpréter les critères de notations du plan directif. Bref, les résultats ont montré que c’est mieux de créer des petits groupes en enseignant la compétence communicative et que les meilleures tâches à utiliser peuvent être des images à décrire et des questions ouvertes et adéquates qui touchent à la vie de l’apprenant. Cela peut inciter l’élève à parler et exprimer ses pensées plus facilement que des activités en grands groupes et avec des questions fermées. / When we teach a foreign language or in this case, French, in a class, we have to be aware of the different skills like communication, writing and reading whereas this study puts emphasis on the communicative skill. This skill can be more abstract than the rest of the skills since it consists of dialogues and discourses which don’t necessarily need to be written on a document. In this study we will try to reveal some applicable methods used by teachers to teach and improve students’ communicative skills at an upper secondary school in Sweden. The study also tries to find out how these teachers evaluate and grade this particular skill according to the syllabus and in what frequency the syllabus is used by the teachers as a tool in their teaching. The method used is a phenomenological study with a questionnaire consisting of qualitative questions in order to receive more accurate answers. Four teachers at an upper secondary school have been interviewed and the empirical data collected have been evaluated together with the theory chosen. The theory used in this study is a mixture of approaches for teaching a foreign language in schools. We have chosen approaches like code-switching, task-based learning, the communicative approach and a basic methodology of how to plan and evaluate the activities chosen. Lastly, we have been looking at the commentary section on the syllabus for foreign languages on stage 3 made by Skolverket (2011) in order to easier interpret the grading criteria in the syllabus. Briefly, the results showed that it is better to create smaller groups when teaching the communicative skill and that the advantageous tasks can consist of images to describe and genuine and adequate questions which concern the student’s personal life. This can generate that the students talk and express their thoughts more freely than with activities in larger groups and with display questions.

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)