This Diploma thesis deals with the Spanish-English Bilingualism in the Context of California. It focuses on the theory of bilingualism in terms of linguistics, psycholinguistics and phenomena that occur in contact languages. Bilingualism is viewed from the complex perspective, so it is set in the context of reality in California. The thesis deals with social identity of Hispanic speakers and focuses on the causes of code - switching. It also presents demographic situation, language policy and its history, both in the context of California and the background of the legal framework and policies of the United States. The aim of this work is to create an overview of linguistic phenomena that occur in the situation of languages in contact and their characteristics, secondly to find arguments to demonstrate the advantages of bilingualism and general support and to determine the primary reasons why code - switching occurs.

Fala is a language which is spoken by nearly six thousand people in towns: Valverde del Fresno, Eljas and San Martín de Trevejo, in the Spanish region of Extremadura. The author translates the self-contained body of information about fala in a way that it is possible to describe the sociolinguistic situation in the area of the research. The first part of the thesis concentrates on the introduction of already familiar data, apart from general information the characteristic signs of the fala language are described, there is also the historic overview focusing on the facts that have influenced the development of the language, and further basic propositions about its origin are mentioned. The second part is drawn as the author's sociolinguistic research, in which the local language representation is the main subject and its results are presented in the following work in five defined parts. The aim of this thesis is to find out and describe the attitude of the speakers towards their language representation; additionally opinions of the inhabitants regarding the current status, use and possible teaching of fala are presented. The last part evaluates the role of fala in the process of the creation of one's identity. The work tries to assess the current sociolinguistic situation, discusses the future of...

(in English) The aim of this thesis is to describe the language development of Hindī and Urdū from the same grammatical and lexical basis (the Kharī bolī dialect). The development divergence will be described in terms of both the historical development at different stages, which were conditioned by cultural and political influences, and the internal development (phonological, morphological and syntactical). The current linguistic situation is closely linked to the political development and language policy of India and Pakistan, where the two languages, Hindī and Urdū, are establishing themselves as official languages. The relationship between these two languages will be explored more deeply in sociolinguistic terms. The author will describe the conditions and circumstances of the use of languages on colloquial and literary levels.

When the apartheid government was in power universities in South Africa were segregated according to a race and language. After apartheid, the democratic government came into power and its vision was abolition of segregation. There was also equal and equity of access to public institutions which were set aside for certain people to have access to. Access to universities was equalized and students with different racial, social, cultural and linguistic backgrounds were allowed access to universities which they used not to have access to before. The students‟ access to all universities led to diversity within these institutions. Even though this was the case, there were no changes in the system prevalent during apartheid. English, for example, continued to be the language of learning and teaching (LoLT) while the numbers of students who speak languages other than English (LOTE) as home languages was also increasing. The Constitution of South Africa (Section 6, Act 108 of 1996) acknowledges the previous marginalization of indigenous languages in the country and encourages the development and use of these languages as official languages. The right of access to educational institutions, and accessing education in one‟s language, if that language is one of the official languages, is also encouraged by the Constitution. There are other supporting legislative documents such as the Languages Bill (2011), the Higher Education Act (1997) and the national Language Policy for Higher Education (LPHE) (2002) that support multilingualism, the equal promotion of the official languages as well as use of multiple languages in higher education institutions (HEIs) to support learning. The above mentioned policies and legislations may exist to ensure equality and equity, and even though HEIs have become heterogonous, that does not guarantee that the students enrolled in these institutions have equal access to knowledge offered by the HEIs in SA. This research uses the theories of languages and conceptualization; language and learning as well as language planning to show that the students‟ first languages in learning can assist to facilitate cognition. Terminology development, as part of corpus planning which is the body of language planning is introduced in this study in the form of bilingual glossaries as an intervention especially for students‟ whose mother tongue is not English as language used for learning at university for different disciplines tend to be abstract. The data for this research was collected from the 2014 first year students registered in the Extended Studies Unit (ESU) in the Humanities Faculty at Rhodes University. Research methods such as questionnaires, participant observations, interviews as well as content analysis were used to collect the data. These methods were used to look at the students‟ use and perceptions of bilingual glossaries as additional resource materials which can assist them in learning. A Political Philosophy I module offered by the Political Science department was used for this research. This thesis presents a model which can be used for the development of bilingual glossaries in order to facilitate learning. The thesis recommends the use of corpus extraction tools such as WordSmith Tools (WST) that can be used to generate and extract terms and illustrates the use of this tool by extracting terms from an English Political Philosophy textbook. These terms are defined and these are then translated into isiXhosa to provide a sample of the bilingual glossary. This glossary has been designed to illustrate how the bi/multilingual glossaries with terms and definitions can be developed in order for use by students to facilitate learning them. The study also presents a terminology list which consists of Political Philosophy terms that have been generated during the corpus extraction process. It is recommended that further research looks into the development of bi/multilingual glossaries using the suggested model so that the students who are speakers of LOTE can also be able to understand abstract terms which are used at university

Doctor of Philosophy / Curriculum and Instruction / Charles Heerman / This was a case study of two middle schools in New Mexico. Using organization for instruction (Marks and Louis, 1997) as a crux, the purpose of the building level study was to explore the elements of school leadership, instruction, and middle level program and to infer aspects of language policy. The needs threshold was based on the timeliness of reexamining linguistic diversity and on the importance of language concerns in education, principally as they related to ELLs and other linguistically diverse students. The problem stemmed from dynamic, culturally evolving changes in the environment of the two middle schools under study. Changes from economic factors, district leadership, immigration, and demographic shifts in the local area affected the two buildings’ capacity to effectively deliver educational and language services. The significance of the study maintained that school level language planning was rapidly becoming a competing theme in the process of education and required attention in light of important environmental and sociological factors. Metaphor was employed to help symbolize increasing complexities (e.g., array of special interests, human and individual diversity, etc.) found in context of the school with reference to organization, leadership, instruction, and program. Since the research was a case study, no hypotheses were formulated; instead a major research question and four sub questions were posed. A mixed method, multiple sources of information methodology was used in the collection and analysis of data. Twenty (N = 20) participants made up of building leaders (n = 4) and teachers (n = 16) were interviewed. Tables of student achievement scores were presented along with other demographic data. Although interviewees reported sensitivity to linguistic diversity, findings pointed to a lack of knowledge about language policy at all levels on the part of building leaders and teachers. Implications drawn described the important role language policy formation could play in educational structuring of middle school programs and instruction. A list of recommendations provided criteria to follow in making decisions about the feasibility of conducting school level language planning and made suggestions for further research. An extensive bibliography of relevant sources and transcripts of interviews were provided.

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Magister Artium - MA / This study is an investigation of the application of dual-medium and parallel-medium models of bilingual schooling as implemented at two historically disadvantaged primary schools in the Western Cape. The author assumes that parallel-medium in practice uses only one language of learning and teaching (LoLT), and thus lead to monolingual classroom practice. The author used qualitative techniques (observations, interviews, and document analyses.), and triangulation method, to understand the application of dual-medium and parallel-medium instruction and the support of principals and teachers in their understanding of the design models. Observations were made in Grade 7 classrooms at selected and document analyses, triangulated with interviews conducted with principals and teachers to expound the effective practice of bilingual education at school and classroom level. Document analyses were made of classroom materials (various literary artefacts) used for the development of language proficiency. in addition, how it contributes to the Grade 7 learners academic perform and language development in dual-medium and parallel-medium classrooms. / South Africa

Magister Educationis - MEd / This thesis aims to explore the ways in which space patterns regimes of language use and language attitudes among Cameroonian immigrant children in a primary school in Cape Town. The presence of migrants in any classroom represents a significant challenge from the theoretical as well as practical point of view, given that schools are responsible for both socialization and learning (Gajo & Mondada 1996). Most African countries are going through large-scale migration from rural to urban areas as well as increasing transnational migration due to recent socio-economic and socio-political trends. These flows affect the sociolinguistic economy of the places concerned, not only the individuals within them. Thus immigrants' movement into an urban area not only affects their repertoires, as they find themselves confronted with the task of acquiring the communicative resources of the autochthonous population, but also those of the autochthonous population who find themselves confronted with linguistic communicative processes and resources ‘alien’ to their environment. Similar effects are felt by local educational and other institutions, now faced with learners with widely varying degrees of competence in the required communicative skills. The participants in this study are a group of young migrants from Cameroon where English and French are the two official languages. These learners already have some languages in their repertoire, which may include their mother tongue or either of the two official languages. My focus will be on the multilingual resources of these learners and how they make use of these in the daily life of their new spaces, the school, the homes and community spaces, to construct new social identities. / South Africa

Philosophiae Doctor - PhD / This study explores second and third year students' and teachers‟ views on factors that hinder or facilitate the mastery of English for Academic Purposes (EAP) in the Science and Engineering Technology Higher Institutions of learning in Rwanda (KIST) and seeks to establish the extent to which the current programme meets the needs of the students. This is done by highlighting a whole range of teacher and student perspectives on the EAP programme. Two key requirements invite students to write their academic assignments in the form of research proposals and research project reports. In order to help them perform well in their field subjects, KIST introduced a department of English with a General English Programme under the umbrella of the then School of Language Studies (SORAS) in 1997. The department‟s first assigned mission was to teach English to students in all departments in a bid to support and encourage them to cope with their field specific courses which are taught in English. Rwanda‟s National Council for Higher Education (2007), on language teaching and learning, states that the trio, that is Kinyarwanda (the Mother Tongue and national language) and English and French (as foreign languages), should be taught at primary, secondary and higher education levels in order to reconcile the divide between Rwandan returnees (who had lived abroad for many decades) and locals. It is in this context that KIST, one of the institutions of higher learning, adopted the bilingual policy to cater to students‟ needs to learn both French and English as media of academic communication. However, after Rwanda‟s integration into the East African Community and the Commonwealth, English has been officially adopted as the medium of instruction in all schools and higher institutions of education. That is why there was a sudden language shift in 2006 from French to English as a medium of instruction at KIST. French and Kinyarwanda are now merely taught as subjects. The motive behind the move was to cater for Rwanda‟s needs to fully participate in the economic community of East African Community in general and in the global economy in particular. The move drastically affected students‟ ability to read and write English in their respective disciplines. The move also affected lecturers of other speciality areas. To avert the obvious challenges emanating from this sudden shift in language policy, the Institute introduced the English for Specific Purposes (ESP) and English for Academic Purposes (EAP) programmes under the then KIST School of Language Studies (SOLAS) and the KIST Language Centre. However, appropriate instructional materials for such courses have not been easily available. Given this situation, English teachers have had to create their own materials rather than the existing generalised and pre-packaged language teaching materials. As a result, students‟ specific needs for induction into a scientific writing community at tertiary level have rarely been met. It is against this background that the study seeks to investigate factors that are facilitating and the mastery of EAP. The study operates on post-colonial/post-structuralist theoretical perspectives. These were founded on the analytical framework that is guided by thematic and/or conceptual underpinnings of language policy in the post-colonial Africa. Thus, English Language Teaching (ELT), developed into English as a second and additional language that is multi-semiotic and multi-modality in EAP and science genres, focusing mostly on its academic literacy, identity, ideology, power and agency, as well as its investment in language teaching and learning and the scientific community practice. Using a combination of ethnographic principles/practices like participants‟ observations, oneto- one interviews, focus group discussions and documentary review in data collection, the study utilises thematic/conceptual analysis to draw its conclusions. Drawing from the above conceptual perspectives, therefore, as well as from the methodological approach, this thesis emphasises the fact that the inability of students to successfully master EAP is caused by various factors, including the choice of English language learning materials. Contradictory approaches to language learning and to academic literacy practices create further challenges to the Rwandan students‟ advancement in English mastery. These same practices also serve to limit the students‟ ability to learn this language and complicate their access to local and global cultural exposure that is necessary for their socio-economic development of Rwanda. The study also reveals lack of appropriate discursive competence and multi-semiotic repertoires as some of the major factors inhibiting students‟ academic progress. This is partly explained by the nature of the English language learning and teaching materials that is in use which neither provides general nor disciplinary specific academic and learning opportunities in English. Similarly, a range of structural and professional constraints on „agency‟ exists for teachers of English in Rwanda as an additional language to the students, including lack of induction into scientific discourses or the EAP community of language practice. The overall lack of power and agency by teachers also contributes to constraints and constrictions in English language learning practices for these students in Rwanda. The study, however, observes that this situation is not only peculiar to KIST, as it is also common in almost all tertiary institutions in Rwanda. Specific recommendations are made in the study to improve the quality of English language learning and teaching in general and EAP in particular at KIST as an institution of higher learning, through the establishment of a clearer language policy and training opportunities for staff to update and develop required language skills in EAP, especially with regards to writing skills in sciences and engineering. The government of Rwanda, under the umbrella of Rwanda Education Board (REB) and the contribution of English language experts at the Institute, should provide a clearer direction of the language policy and curriculum that addresses Rwandan students‟ specific needs. KIST, as an institution of higher learning, should value and facilitate the teaching and learning of English in general and the teaching of EAP in particular, bearing in mind its assigned mission. The management of the Institute should encourage interaction between EAP and subject area lecturers to discuss and agree upon, text types to be used by EAP lecturers in teaching. KIST management should also provide room for regular interactions with English lecturers to listen to their views and offer them further language training opportunities in order to update and develop the required skills in EAP, especially with regards to writing skills in science and engineering. / South Africa