This exploratory, interpretive study investigates the attitudes towards and experiences of English-medium instruction (EMI) within higher education (HE) on the part of female students completing an intensive foundation programme at a major federal tertiary institution in the United Arab Emirates (UAE). Two data collection procedures were employed in this study, a 21-item questionnaire, and in-depth, face-to-face, semi-structured interviews. Content analysis was performed on transcriptions of the latter, a procedure which gave rise to recurring, emergent themes. Such themes included the belief expressed by some participants that having the second language (L2) of English as the medium of instruction (MI) can act as a barrier to learning, and that it would be preferable to study in their first language (L1) of Arabic. Additionally, it was found that some students believed their secondary school education had failed to afford them adequate preparation for EMI HE, a disturbing finding given that the government of the UAE appears to have stated a desire to achieve universal HE for females, whilst also signalling its intention to eliminate university-based foundation programmes. In addition to such academic-related findings, it emerged that there exists significant ambivalence towards the place and standing of English in contemporary Emirati society, with a recurring theme being that whilst knowledge of and proficiency in English is required for the globalised economy, and thus for the future of the country, the pervasive spread of the English language in the UAE poses a threat not only to Arabic, but also to the religious identity and cultural integrity of the indigenous Emirati population. The findings of this study lead to the recommendation that the UAE implement a paradigmatic shift in its language policy within federally-sponsored HE by reverting to Arabic as the primary MI, with English as a foreign language (EFL) or English as a second language (ESL) as a subject replacing EMI.

Swedish demographics have been changing rapidly due to increased migration into the country, which is affecting the education as well. The Swedish preschool curriculum requires teachers to take into account the implications of the increase in cultural diversity of their preschools, however, the Curriculum does not provide concrete suggestions for how to work with the goals and values related to diversity. The aim of this study is to explore what it means to be an international English language school in Sweden, which has to negotiate the twin expectations of the Swedish curriculum to value cultural diversity and in the same time develop/maintain common heritage with a respect to the Swedish preschool curriculum. This case study is based on semi-structured interviews with staff members and two-day observations. Ecological Systems Theory approach has been adopted for interpreting the data. The data revealed that that the staff described various tensions related to their negotiating the demands of the curriculum together with approaches that, were used to balance or resolve these tensions. Two main themes were identified in the analysis: (1) Tools and practices used to negotiate the constraints of the Swedish curriculum and (2) The politics and practicalities of being an English-medium school, concerning language and teacher competencies. The results show that the school appropriated the Curriculum X and the DAT assessment tool, which appears to help them follow the Swedish curriculum’s goals and having them make children’s interests the leading factor in preschool activities. Furthermore, the results indicate that there are contradictions in maintaining an English-language atmosphere. Given the lack of relevant research, future research is needed to address a better understanding of what it means to be a language profile preschool in Sweden.

The purpose of this study was to determine perceptions of students, teachers and parents concerning English-medium instruction and their perceptions of English as a foreign language. The research design of the study comprised a nation-wide questionnaire survey and individual interviews. The sample for the survey consisted of 982 students, 383 teachers and 988 parents in 42 Anatolian high schools across 32 provinces in Turkey selected using statified and criterion sampling. The participants of the interviews were six students, four teachers and four parents. Two distinct instruments were used for data collection / a survey questionnaire containing five-point Likert scales and open-ended questions / and a semi-structured interview schedule. To analyze quantitative data, descriptive statistics, one-way ANOVA and bivariate correlations were conducted. The qualitative data of the interviews and open-ended questions were analyzed via content analysis. Results indicated that students, teachers and parents do not favor English-medium instruction at secondary education. Regardless of their position on English-medium instruction, participants underscored problems of implementation of English-medium instruction at Anatolian high schools. A positive correleation was found between perceptions of English and perceptions of English-medium instruction for each group. Results also showed that all groups perceive English positively as a foreign language, and support the teaching and learning of English. According to students&amp / #8217 / and teachers&amp / #8217 / perceptions, English-medium instruction influences the instructional process in math and science in Anatolian high schools, and poses problems particularly in the learning of the subject matter.

Thesis (PhD)--Stellenbosch University, 2014. / ENGLISH ABSTRACT: In this dissertation I report on an ethnographic survey study undertaken on bi-/multilingual education in ten primary schools in Uganda. The primary aim of this study was to explore how teachers understand and manage the process of transitioning from mother tongue (MT) education to English as a language of learning and teaching (LoLT). In this study I used a multi-method approach involving questionnaires, classroom observations, follow-up interviews and note taking. Data was analysed using a theme-based triangulation approach, one in which insights gleaned from different sources are checked against each other, so as to build a fuller, richer and more accurate account of the phenomenon under study. This data was gathered firstly from teachers and classes in the first three years of formal schooling (P1 to P3) in order to understand the nature of multilingualism in the initial years of primary schooling and how teachers use MT instruction in preparation for transition to English-medium education that occurs at the end of these three years. Secondly, data from P4 and P5 classes and teachers was gathered so as to examine the manner in which teachers handle transition from MT instruction in P4 and then shift into the use of English as LoLT in P5. The study has identified discrepancies between de jure and de facto language policy that exist at different levels: within schools, between government and private schools in implementing the language-in-education policy, and, ultimately, between the assumptions teachers have of the linguistic diversity of learners and the actual linguistic repertoires possessed by the learners upon school entry. Moreover, the study has revealed that it is unrealistic to expect that transfer of skills from MT to English can take place after only three years of teaching English and MT as subjects and using MT as LoLT. Against such a backdrop, teachers operate under circumstances that are not supportive of effective policy implementation. In addition, there is a big gap between teacher training and the demands placed on teachers in the classroom in terms of language practices. Moreover, teachers have mixed feelings about MT education, and some are unreservedly negative about it. Teachers’ indifference to MT education is partly caused by the fact that MTs are not examined at the end of primary school and that all examination papers are set in English. Furthermore, it has emerged that Uganda’s pre-primary education system complicates the successful implementation of the language-in-education policy, as it is not monitored by the government, is not compulsory nor available to all Ugandan children, and universally is offered only in English. The findings of this study inform helpful recommendations pertaining to the language-ineducation policy and the education system of Uganda. Firstly, there is a need to compile countrywide community and/or school linguistic profiles so as to come up with a wellinformed and practical language policy. Secondly, current language-in-education policy ought to be decentralised as there are urban schools which are not multilingual (as is assumed by the government) and thus are able to implement MT education. Thirdly, the MT education programme of Uganda ought to be changed from an early-exit to a late-exit model in order to afford a longer time for developing proficiency in English before English becomes the LoLT. Fourthly, government ought to make pre-primary schooling compulsory, and MT should be the LoLT at this level so that all Ugandan children have an opportunity to learn through their MTs. Finally, if the use of MT, both as a subject and as a LoLT, is to be enforced in schools, the language of examination and/or the examination of MTs will have to be reconsidered. In summary, several reasons have been identified for the mentioned discrepancies between de jure and de facto language-in-education policy in Uganda. This policy was implemented in an attempt to improve the low literacy levels of Ugandan learners. It therefore appears as if the policy and its implementation will need revision before this achievable aim can be realised as there is great difficulty on the teachers’ side not only in the understanding but also in managing the process of transitioning from MT education to English as LoLT. / AFRIKAANSE OPSOMMING: In hierdie proefskrif lewer ek verslag oor ‘n etnografiese opname van twee meertaligheid wat in 10 laerskole in Oeganda uitgevoer is. Die hoof doel van die studie was om vas te stel hoe onderwysers die oorgang van moedertaalonderrig na Engels as taal van onderrig en leer (TLO) verstaan en bestuur. Ek het ‘n veelvuldige metode-benadering in hierdie studie gevolg en gebruik gemaak van vraelyste, klaskamerwaarnemings, opvolgonderhoude en veldnotas. Data is geanaliseer deur gebruik te maak van ‘n tema-gebaseerde trianguleringsbenadering, een waarin insigte verkry uit verskillende bronne teen mekaar geverifieer is om sodoende ‘n voller, ryker en meer akkurate verklaring vir die studieverskynsel te gee. Hierdie data is eerstens onder onderwysers en leerders in die eerste drie jaar van formele skoolonderring (P1 tot P3) ingesamel om vas te stel (i) wat die aard van veeltaligheid in die beginjare van laerskool is en (ii) hoe onderwysers moedertaal (MT) gebruik om leerders voor te berei vir die oorgang na Engels-medium onderrig wat aan die einde van hierdie drie jaar geskied. Data is tweedens onder P4- en P5-onderwysers en in P4- en P5-klaskamers ingesamel om sodoede die wyse te ondersoek waarop onderwysers die oorgang van MT-onderrig in P4 en die skuif na die gebruik van Engels as TLO in P5 hanteer. Die studie het diskrepansies tussen de jure- en de facto-taalbeleid op verskeie vlakke geïdentifiseer: binne skole, tussen die regering en privaatskole in die implementering van die taal-in-onderwys-beleid, en ook tussen die aannames wat onderwysers oor die talige diversiteit van leerders het en die werklike talige repertoires waarmee hierdie leerders die skoolsisteem betree. Die studie het verder getoon dat dit onrealisties is om te verwag dat oordrag van vaardighede van MT na Engels kan plaasvind ná slegs drie jaar van (i) Engels en MT as vakke en (ii) gebruik van MT as TLO. Teen hierdie agtergrond werk onderwysers onder omstandighede wat nie effektiewe beleidsimplementering ondersteun nie. Daar is ook ‘n groot gaping tussen onderwyseropleiding en die eise wat aan onderwysers in die klaskamer gestel word in terme van taalpraktyke. Verder het onderwysers gemengde gevoelens oor MTonderrig, en sommiges is sonder voorbehoud negatief daaroor. Onderwysers se onverskilligheid teenoor MT-onderrig word gedeeltelik meegebring deur die feit dat MTe nie aan die einde van laerskool geëksamineer word nie en dat alle eksamenvraestelle in Engels opgestel word. Dit het ook geblyk dat Oeganda se voorskoolse onderwyssisteem die suksesvolle implementering van die taal-in-onderwys-beleid kompliseer, aangesien hierdie vlak van onderwysg nie deur die regering gemonitor word nie, nie verpligtend of toeganklik vir alle Oegandese kinders is nie en universeel in slegs Engels aangebied word. Die bevindinge van hierdie studie maak nuttige aanbevelings moontlik aangaande die taal-inonderwys- beleid en die onderwyssisteem in Oeganda. Eerstens is daar ‘n behoefte aan die opstel van ‘n landswye taalprofiel van gemeenskappe en skole sou ‘n goed-ingeligte en prakties uitvoerbare taalbeleid daargestel wou word. Tweedens behoort die huidige taal-inonderwys- beleid gesentraliseer te word, aangesien sommige stedelike skole (in teenstelling met wat deur die regering aangeneem word) nie veeltalig is nie en dus wel daartoe in staat is om MT-onderrig te implementeer. Derdens behoort die MT-onderrigprogram in Oeganda verander te word van een waarin leerders MT-onderrig vroeg verlaat tot een waarin hulle MT-onderrig laat verlaat, sodat daar meer tyd is vir die verwerwing van Engelse taalvaardighede voordat Engels die TLO word. Vierdens behoort die regering preprimêre onderwys verpligtend te maak en behoort MT die TLO op hierdie vlak te wees sodat alle Oegandese kinders die geleentheid het om deur middel van hul MTe te leer. Laastens, as die gebruik van MT (as ‘n vak sowel as as TLO) in skole verplig gaan word, behoort die taal van eksaminering herbesin te word en/of die eksaminering van MTe heroorweeg te word. Opsommenderwys: Daar is verskeie redes geïdentifiseer vir die genoemde diskrepansies tussen die de jure- en de facto- taal-in-onderwys beleid in Oeganda. Hierdie beleid is ingestel in ‘n poging om die lae geletterdheidsvlakke van Oegandese leerders aan te spreek. Dit blyk dat die beleid en die implementering daarvan hersien sal moet word voordat hierdie haalbare doelwit gerealiseer sal kan word, want onderwysers vind dit merkbaar moeilik nie net om die huidige beleid te verstaan nie maar ook om die proses van oorgang van MT-onderrig na Engels as TLO te bestuur. / Ekisengejje (Luganda) Mu kiwakano kino, njogera ku kunoonyereza okwesigamizibwa ku kwekaliriza ekibinja ky’abantu ab’awamu n’engeri gye bakwatamu ebyenjigiriza nnanniminnyingi mu masomero ga pulayimale kkumi mu Uganda. Ekigendererwa ky’okunoonyereza kuno ekikulu kyali okwekaliriza engeri abasomesa gye bategeeramu ne gye bakwatamu enseetuka y’okuva mu kusomera mu lulimi oluzaaliranwa okudda mu Lungereza. Mu kunoonyereza kuno, nakozesa enseetuka mpendannyingi omuli olukalala lw’ebibuuzo, okwekaliriza okw’omu kibiina, okubuuza ebibuuzo eby’akamwa n’okuwandiika ebyekalirizibwa. Ebiwe byakenenulirwa mu miramwa nga giggyibwa mu ebyo ebyakuηηaanyizibwa mu mpenda ez’enjawulo. Enkola eno yeeyambisa ebyakukuηηaanyizibwa mu mpenda ez’enjawulo nga buli kimu kikkuutiriza kinnaakyo ne kiba nti ekijjo ekinoonyeerezebwako omuntu akitebya mu ngeri enzijuvu era engagga obulungi. Okusooka, ebiwe byakuηηaanyizibwa okuva mu basomesa ne mu bibiina ebisookerwako ebisatu (P1 okutuuka ku P3) n’ekigendererwa ky’okutegeera ennimi eziri mu myaka egisooka egya pulayimale n’engeri abasomesa gye batandikamu okusomesereza mu nnimi enzaaliranwa nga bateekateeka abayizi okubazza mu kuyigira mu Lungereza. Okuyigira mu Lungereza kutandika okubaawo ng’emyaka esatu egisooka giweddeko. Ebibiina, P4 ne P5 nabyo byatunuulirwa n’ekigendererwa ky’okwekaliriza engeri abasomesa gye bakwatamu enseetuka y’okuggya abayizi mu kuyigira mu nnimi enzaaliranwa mu P4 okubazza mu kuyigira mu Lungereza mu P5. Okunoonyereza kuno kuzudde empungu wakati w’enteekera y’ebyennimi eragirwa n’ekozesebwa ku mitendera egy’enjawulo: Empungu esooka eri mu kussa mu nkola enteekera y’ebyennimi mu byenjigiriza wakati w’amasomero ga gavumenti n’ag’obwannannyini ate ne wakati w’ebyo abasomesa bye bakkiririzaamu ku nnimi abayizi ze boogera n’ennimi abayizi bo ze boogera nga tebannayingira masomero. Mu ngeri y’emu okunoonyereza kuno kukizudde nti si kya bwenkyanya okusuubira abayizi okuzza mu Lungereza ebyo bye bayigidde emyaka esatu mu nnini enzaaliranwa nga mu myaka gye gimu egyo Olungereza n’olulimi oluzaaliranwa babadde baziyiga ng’amasomo. Mu mbeera efaanana bw’etyo, abasomesa bakolera mu mbeera etabasobozesa kutuukiriza nteekera ya bya nnimi mu byenjigiriza. Mu ngeri y’emu, waliwo empungu nnene wakati w’obutendeke abasomesa bwe balina n’ebyo ebibasuubirwamu okukola mu kibiina nga beeyambisa olulimi. Si ekyo kyokka, abasomesa si batangaavu ku kusomeseza mu nnimi enzaaliranwa, era n’abamu boogera kaati nga bwe batawagira nkola eno. Endowooza y’abasomesa ku kusomeseza mu nnimi enzaaliranwa yeesigamiziddwa ku kuba nti ennimi enzaaliranwa tezibuuzibwa ku nkomerero ya pulayimale ate era n’okuba nti ebibuuzo byonna ku nkomerero ya pulayimale bibuuzibwa mu Lungereza. Ng’oggyeeko ekyo, kyeyolese mu kunoonyereza kuno nti okusoma kwa nnasale mu Uganda kukaluubiriza okussa mu nkola enteekera y’eby’ennimi mu byenjigiriza kubanga eddaala ly’okusoma lino terirondoolwa gavumenti, si lya buwaze ate era abaana bonna mu Uganda tebafuna mukisa kusoma nnasale, n’ekirala nti okutwaliza awamu ebisomesebwa ku ddaala lino biba mu Lungereza. Ebizuuliddwa mu kunoonyereza kuno bisonga ku bisembebwa ebiyinza okuyamba mu kutereeza enteekera y’eby’ennimi mu byenjigiriza ko n’omuyungiro gw’ebyenjigiriza gwonna mu Uganda. Okusooka, kyetaagisa okukuηηaanya ennimi ezoogerebwa mu bitundu ne/oba mu masomero ne kiyamba mu kussa mu nkola enteekera y’eby’ennimi mu ngeri entangaavu. Eky’okubiri, kisaana obuyinza bw’enteekera y’eby’ennimi mu byenjigiriza eriwo kati buzzibweko wansi kubanga waliwo amasomero g’omu bibuga agataliimu nnimi nnyingi (nga gavumenti yo bw’ekitwala) era nga bwe gatyo gasobola okussa mu nkola enteekera y’eby’ennimi mu byenjigiriza. Eky’okusatu, enteekateeka y’okusomeseza mu nnimi enzaaliranwa eya Uganda esaana eyongezebwe okuva ku myaka 3 etuuke ku myaka 6 okutuuka ku 8. Ebbanga eryo eggwanvu liyamba omuyizi okukaza Olungereza n’oluvannyuma asobole okuluyigiramu. Eky’okuna, gavumenti esaana efuule okusoma kwa nnasale okw’obuwaze era ennimi enzaaliranwa zisaana zibeere olulimi oluyigirwamu ku ddaala lino kibeere nti abaana bonna mu Uganda bafuna omukisa okuyigira mu nnimi zaabwe enzaaliranwa. N’ekisembayo, bwe kiba nti okukozesa ennimi enzaaliranwa mu masomero ng’olulimi oluyigirwamu ate era ng’essomo kinaagobererwa mu masomero, olulimi olubuulizibwamu ebibuuzo ne/oba okubuuzibwako ebibuuzo bisaana bifiibweko nate. Mu bufunze, ensonga nnyingiko ezinokoddwayo ng’ezireetawo empungu wakati w’enteekera y’eby’ennimi mu byenjigiriza n’ebyo ebikolebwa mu masomero mu Uganda. Enteekera eno yassibwa mu nkola n’ekigendererwa ky’okwongera ku mutindo gw’okuyiga okusoma n’okuwandiika mu bayizi b’omu Uganda. Wabula ate kifanana okuba nti enteekera eno n’engeri gy’essibwa mu nkola bijja kwetaaga okuddamu okufiibwako olwo ekigendererwa ekyabiteekerwa kiryoke kituukibweko. Kino kiri bwe kityo kubanga waliwo enkalubira ya maanyi mu basomesa mu kutegeera ne mu nkwajja y’okuteekateeka abayizi okubaseetula

Good academic literacy skills are vital for success in the 21st century for students in higher education and for professional people in the workforce to be able to process and convey information and knowledge. The purpose of the current study was to gain insights into the construct of academic literacy skills and to identify indicators affecting the development of the academic literacy skills of first year students in higher education. To this end, a case study was done on a cohort of 20 first year male Emirati students attending an academic literacy skills course in an engineering higher education institute in the Arabian Gulf region. The study was guided by three research questions concerning the development of academic literacy skills which were defined as writing strategies, library research strategies and general study skills (Bury, Sheese & Katz, 2013). Data gathered comprised surveys, grade comparisons, written assignments, semi-structured interviews, classroom observations recorded using a video camera and instructor observations. The framework of Academic Literacies developed by Lea and Street (1998, 2000, 2006) was used for analysis with a focus on the supplementing constructs of study skills and academic socialization. To extract more detailed knowledge and further insights about the students’ academic literacy skills, a comparison was also made between the developmental indicators regarding successful and non-successful students’ written work and their approaches to completing assignments. The indicators revealed included the students’ lack of library research strategies, digital literacy skills and sense of ownership. Theoretical and practical implications for developing students’ academic literacy skills are provided in conclusion.

The purpose of this phenomenological study is to explore experiences of English medium schools in Sweden through the narratives of participants (students and parents), and the educational philosophy of one independent school organisation. The theoretical perspective of Knud Illeris’ learning dimensions has been applied as an analytical tool to investigate the content, incentive and social/societal dimensions. As previous research on English medium education in Sweden have mainly investigated the content and incentive dimensions of learning, this study has a stronger focus on the social and societal dimension. A phenomenological approach extracted the experiences from participants in English medium schooling as written or oral narratives. The perspective of an English medium school organisation was explored through their educational philosophy as described in their Ethos. One of the main results of this study is that the positive influence of English is mentioned in all learning dimensions. English is not only described as an important learning content and incentive to learn, but also as an essential part of the school culture and an access to a global society. Another result is the importance of the unique school atmosphere that has been created through consistent rules of conduct and high expectations of academic achievement. The cultural diversity in the school and how this is described as a motivational factor and an opportunity to share and learn other perspectives is the final main result of the study.

The discourse on English-medium teaching in higher education uses several terms and concepts to describe practices, very often synonymously. This contribution aims to fill the research gap of a conceptualisation of English-medium teaching in higher education. It will identify relevant approaches and their corresponding terminology, as well as clarify which approaches are most suitable for higher education. Given that the past decades have seen a substantial rise in the use of English as a teaching language in European compulsory schooling [Dalton-Puffer, C. 2011. "Content and Language Integrated Learning: From Practice to Principles?" Annual Review of Applied Linguistics 31: 182-183], the paper will also draw parallels between the secondary and the tertiary levels of education. At the same time, it will also be shown why insights drawn from research conducted in secondary education cannot simply be transferred to the tertiary level of education. The main focus of the paper is on the "English-medium Paradigm", a framework created to identify prevalent instructional types in Englishtaught programmes at universities in non-Anglophone countries [Unterberger, B. 2014. "English-medium Degree Programmes in Austrian Tertiary Business Studies: Policies and Programme Design." Dissertation, University of Vienna, 45-52]. The paradigm is based on terminological and conceptual considerations gained from the critical discussion of English for specific purposes, English for academic purposes, Content and language integrated learning and English-medium instruction literature [e.g. Bhatia, V. K. 1993. Analysing Genre: Language use in Professional Settings. London: Longman; Hyland, K. 2006. English for Academic Purposes: An Advanced Resource Book. London: Routledge; Dalton-Puffer, C. 2007. "Academic Language Functions in a CLIL Environment". In Diverse Contexts - Converging Goals: CLIL in Europe, edited by D. Marsh, 201-209. Mehrsprachigkeit in Schule und Unterricht 6. Frankfurt am Main: Lang; Dafouz, E., and U. Smit. 2014. "Towards a Dynamic Conceptual Framework for English-medium Education in Multilingual University Settings". Applied Linguistics. doi:10.1093/applin/amu034]. The paper therefore provides a timely conceptualisation of the varieties of English-medium teaching in higher education which also takes into account pedagogical considerations as well as implications for curriculum design.

In defining Inclusive Education, the Education White Paper 6 (South African Department of Education 2001:6) highlights a crucial factor: acknowledging and respecting, amongst other things, language differences in learners. In a developing country like South Africa, a myriad of languages exist. Despite the creation of language awareness by adopting a number of official languages, English appears to be the most common lingua franca – a language that is very often learnt as a second language and as a medium of instruction at schools. On the other hand, IsiZulu is a prominent first language for many South Africans. Emanating from the above, this study focused on IsiZulu-speaking foundation phase learners’ experiences of English as a second language in English medium schools. Additionally, this study examined the reasons for the parents of IsiZulu-speaking foundation phase learners choosing to enroll their children in English medium schools. A literature study on second language acquisition and the factors that impact on the English second language learner in the English medium schools was undertaken. A combination of qualitative and quantitative approaches were used to obtain data from foundation phase educators, IsiZulu-speaking foundation phase learners, and the parents of IsiZulu-speaking foundation phase learners in four English medium primary schools in the Port Shepstone region. Individual interviews were conducted with learners and educators and a questionnaire was used as the main instrument for gathering data from parents. Qualitative data was subjected to analysis by means of an eclectic approach. Quantitative data analysis was done by means of tables, frequencies and graphs. This study found that IsiZulu-speaking foundation phase learners were happy to be enrolled in English medium schools. They interacted well with their peers and they coped well with conversational skills in the English language. However, educators emphasised that reading, writing, and comprehension appeared to be cognitively challenging to learners. Pronouns, pronunciation of words in English, grammar, and figurative language were seen to be problematic areas. This also contributed to speaking anxiety that was espoused by learners and educators. Reading anxiety was also seen to be prevalent. Educators believed that learners exhibited predominantly positive attitudes which indicated that they were motivated to learn. Although integrative motivation and instrumental motivation were seen to play a dual role in learners’ experiences, the parents’ views were strongly influenced by instrumental motivation. Despite the fact that integration as an acculturation process was seen to be dominant in the learners’ responses, educators believed that assimilation and separation were also apparent. Learners were adapting to the cultural contexts of the schools. However, maintaining of eye contact during conversations and lessons was seen to be preventing learners from being able to optimally benefit from the lessons. There were various reasons for the parents choosing to enroll their children in English medium schools. One of the prominent reasons advanced by parents was the fact that most of them (94,4%) enrolled their children in English medium schools because they wanted their children to speak English fluently. Evidently, the English language has impacted on all aspects of IsiZulu-speaking foundation phase learners’ lives. / Educational Studies / M.Ed. (Inclusive Education))

This paper investigates the roles of disagreement and trust in multicultural teamwork on an English-medium master's programme at an Austrian business university. The teamwork project - assigned by the content teacher - took place mostly outside the classroom and simulated business practice both in terms of the tasks and the multicultural context. Each team comprised two Austrian students and two international students, resulting in an English as a lingua franca (ELF) setting. The teams were observed and audio-/video-recorded, with the analysis focusing on an early stage of the project where they laid the groundwork for the team mental models in terms of establishing the team goals, relationships and communicative practices. Additionally, retrospective interviews were conducted at the end of the project with each of the team members and the lecturer to gain emic insights into the project. The findings suggest a symbiotic relationship between disagreement and trust, in which high levels of trust and the construction of a psychologically safe space allow the team members to disagree with and challenge each other without damaging their relationships, leading to better decisions. In turn, these decisions can contribute to a sense of shared success that strengthens the team's joint identity.

This thesis presents English-medium instruction (EMI) in the Swedish context, focusing on perspectives and practices in two schools. The research question is as follows: How and why is EMI offered, chosen, and practiced in the Swedish upper secondary school today? The aim is to explore the status of the educational option, the reasons for offering EMI to stakeholders, the stakeholders’ beliefs about and goals of EMI, and the implementation of EMI in the classroom. A survey of all upper secondary schools in Sweden was conducted to ascertain the spread of content teaching through a foreign language. The educational context was studied from an ecological perspective using methods based in linguistic ethnography. Language alternation, academic language, and language hierarchy were all considered. Interviews were analysed for content; and classroom language use was analysed for language choice and function. The concepts of affordance and scaffolding together with translanguaging were key. The de facto policies of the micro contexts of the schools were examined in light of the declared national policy of the macro context of Sweden. The results indicate that the option in Swedish schools has not increased, and also tends to only be EMI—not Content and Language Integrated Learning (CLIL) or instruction through other languages. EMI is offered for prestige, an international profile, marketing potential and personal interest. EMI students are academically motivated and confident, and see the option as “fun”. 100% EMI in the lessons is not the goal or the practice. Translanguaging is abundant, but how language alternation is perceived as an affordance or not differs in the two schools. One focuses on how the languages are used while the other focuses on how much each language is used. In conclusion, the analysis suggests that a development of definitions and practices of EMI in Sweden is needed, especially in relation to language policy and language hierarchy.