The aim of this study is to examine in what way teachers in upper secondary school who teaches non-language centered courses uses scaffolding within the theoretical context of language-based learning to support their students’ learning. The study will also examine if there is a difference depending on what subjects the teacher is licensed to teach in. The main methods used are observations and audio recordings of three different teachers during a total of six lessons. The material also consists of interviews with the observed teachers to give additional information about the teachers’ backgrounds and thoughts about language-based learning in relation to their teaching methods. The study is based on a sociocultural and cognitive approach along with the principles of scaffolding based in genre-based pedagogy and Jim Cummins’ theory on how to achieve language proficiency within a school-based contexed and its specialised domains. The results show that all teachers use scaffolding by creating an extensive context for learning within each domain. This contextual scaffolding helps the students learn the new language domain. The teachers also show variations in how they scaffold depending on the subject and student group with more abstract subjects being provided with more concrete exemplification. The conclusions drawn from this is that teachers use scaffolding to help students build the field of the domain and provide scaffolding according to the different subjects and student groups' current conditions and need for cognitive challenges.

Microsoft Research / Although runtime systems and the dynamic compilation model have revolutionized the process of application development and deployment, the associated performance overheads continue to be a cause for concern and much research. In the first part of this thesis, we describe the design and implementation of an adaptive recompilation framework for Rotor, a shared source implementation of the Common Language Infrastructure (CLI) that can increase program performance through intelligent recompilation decisions and optimizations based on the program's past behavior. Our extensions to Rotor include a low overhead runtime-stack based sampling profiler that identifies program hotspots. A recompilation controller oversees the recompilation process and generates recompilation requests. At the first-level of a multi-level optimizing compiler, code in the intermediate language is converted to an internal intermediate representation and optimized using a set of simple transformations. The compiler uses a fast yet effective linear scan algorithm for register allocation. Hot methods can be instrumented in order to collect basic-block, edge and call-graph profile information. Profile-guided optimizations driven by online profile information are used to further optimize heavily executed methods at the second level of recompilation. An evaluation of the framework using a set of test programs shows that performance can improve by a maximum of 42.3% and by 9% on average. Our results also show that the overheads of collecting accurate profile information through instrumentation to an extent outweigh the benefits of profile-guided optimizations in our implementation, suggesting the need for implementing techniques that can reduce such overheads. A flexible and extensible framework design implies that additional profiling and optimization techniques can be easily incorporated to further improve performance. As previously stated, fine-grained and accurate profile information must be available at low cost for advanced profile-guided optimizations to be effective in online environments. In this second part of this thesis, we propose a generic framework that makes it possible for instrumentation based profilers to collect profile data efficiently, a task that has traditionally been associated with high overheads. The essence of the scheme is to make the underlying hardware aware of instrumentation using a special set of profile instructions and tuned microarchitecture. This not only allows the hardware to provide the runtime with mechanisms to control the profiling activity, but also makes it possible for the hardware itself to optimize the process of profiling in a manner transparent to the runtime. We propose selective instruction dispatch as one possible controlling mechanism that can be used by the runtime to manage the execution of profile instructions and keep profiling overheads under check. We propose profile flag prediction, a hardware optimization that complements the selective dispatch mechanism by not fetching profile instructions when the runtime has turned profiling off. The framework is light-weight and flexible. It eliminates the need for expensive book-keeping, recompilation or code duplication. Our simulations with benchmarks from the SPEC CPU2000 suite show that overheads for call-graph and basic block profiling can be reduced by 72.7% and 52.4% respectively with a negligible loss in accuracy.

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Notre projet de recherche porte sur l’enseignement/apprentissage de l’oral en FLE aux étudiants russes de deuxième – et en partie de troisième - année de la faculté de langues de l’université pédagogique. Nous sommes notamment centrés sur l’agir de l’enseignant, celui-ci étant la figure clé assurant la progression du processus de l’apprentissage organisé dans une situation exolingue, en milieu hétéroglotte. Son rôle est plurifonctionnel, ses manifestations sont variables. Les polylogues pédagogiques se trouvent au cœur de nos analyses, dont le but est d’optimiser le processus d’enseignement/apprentissage par l’intermédiaire des modifications de l’agir de l’enseignant en y appliquant notre thèse du « naturel didactique » censée créer des conditions d’expression naturelles dans une situation didactique en motivant ainsi la parole des apprenants, d’une part, et en diminuant la dissymétrie des relations enseignant-apprenants, d’autre part.Les analyses quantitatives ont permis de dégager les particularités discursives des interactions verbales en groupe de FLE de l’université pédagogique russe, notamment la manière spécifique d’agir de l’enseignant. Les éléments dégagés de cette observation permettent d’ouvrir une réflexion sur la pédagogie à concevoir en contexte de la Russie. / Our research project is concerned with the teaching/apprentiship of oral French in the « French as a Foreign Language » (FLE) program for Russian students in the second and, in part, third years in the Faculty of Languages of the teaching university of Vologda. We concentrated in particular on the action of the teacher, since the teacher is the key actor who ensures progress in the learning process in a situation using a non-native language in a foreign language context. The teacher assumes multiple functions with varying manifestations. Pedagogical polylogues are at the heart of our analyses. They aim to optimize the process of teaching/learning by modifying the action of the teacher via the application of our hypothesis of « natural didactics ». This method favors the creation of conditions allowing natural expression in a didactic situation by motivating the learners to speak on the one hand, and by reducing the asymmetry of the teacher-student relation on the other. Quantitative analyses allowed us to isolate particular aspects of verbal interaction in a FLE group within the Russian teaching university and in particular the specific action of the teacher. The results of these observations open up the possibility of a study of pedagogical methods appropriate for use in Russia.