Thesis (M.A.)--University of Hong Kong, 2000. / Includes bibliographical references (p. i-xi).

Thesis (M.A.)--University of Hong Kong, 2000. / Includes bibliographical references (p. i-xi). Also available in print.

Since 1994, various policies and guidelines, pertaining to modifying the language policy in Tunisia have been disseminated. All of these policies highlighted the importance of English as a global language. Despite all these policies and guidelines, the English language is still experiencing problems within schools and society alike. These problems prevent the language from developing and functioning accurately in the country. The actual requirements of English language learning are still not integrated into the general considerations of the political agenda. In order to determine what factors teachers perceive as important with regard to the situation of the English language in Tunisia, a combination of qualitative and quantitative research approaches were conducted. The data was gathered by means of an intensive literature study, as well as utilisation of surveys and interviews. After analysing the data, specific conclusions were reached. The findings of my research indicate certain trends, for instance the discrepancy between policy makers’ practises and the teachers’ expectations of change. Additionally, the research highlighted teachers’ needs and desires for a better future. Certain recommendations in this regard have been made. Recommendations on how a clear vision could assist with the attainment of the best linguistic situation in Tunisia have also been made. The recommendations with regard to the study could be utilised to support the national educational reform post revolution in Tunisia in order to promote English language teaching and cope with globalization across the world.

No description available.

A growing amount of empirical research and theory on educational development in multilingual contexts emphasises that mother tongue based education will benefit disadvantaged children. For most of the research and literature, led by UNESCO, it is argued that educational success in multilingual nations can only be achieved based on early learning and schooling in the mother tongue. Effective language policy based on mother tongue is crucial to the implementation of the educational system of any multilingual country, including Nigeria the case study, where the home and school languages are mainly uncoordinated. It also confirms that fluency and literacy in the mother tongue establish a cognitive and linguistic foundation for learning additional languages. Both the theoretical and empirical research agree that in order to drastically challenge the educational disadvantages and to be fair to various multi-ethnic groups, national education policy must promote multilingualism in the education system. This PhD thesis explores attitudes of Nigerian young people towards their mother tongue and English, in the context of Nigerian language and education policies. It describes the sociolinguistic realities of Nigeria and its language policy and planning situation, relating them to language use and attitudes among young people. It also aims to identify the role language plays in the widespread phenomenon of pupils who drop out of secondary education and pupils' attitudes towards the medium of instruction. These aims were supported by a language attitudes survey and fieldwork; where data were collected to study the attitudes of different young people, both secondary school pupils and school dropouts towards mother tongue and English, and to investigate differences in their language choice and use patterns. Findings from this research substantiate that mother tongue language policy within education can foster positive attitudes; they also confirm that there are attitudinal differences between certain groups of young people.

Thesis (Ph. D.)--University of Iowa, 1990. / Title page from first page of PDF file. E-thesis. Includes bibliographical references. Also available in print ed.

Thesis (M.P.A.)--University of Hong Kong, 2008. / Includes bibliographical references (p. 85-90).

Thesis (Ph. D.)--University of Washington, 1997. / Vita. Includes bibliographical references (leaves [167]-174).

Thesis (M.A.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 38-43).

Thesis (M.A.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 38-43). Also available in print.