This study addresses a concern for the experience of participants in Canadian Government sponsored language and job-training programs for recent immigrants, specifically El Salvadoran refugees. The research has sought to uncover, through interviews with two former students, some of their impressions and insights concerning their participation in a Canadian government sponsored language and job-training program. The interviews were structured to account for historical, cultural, political, ideological and educational events and influences in El Salvador and Canada that contributed to the formation of their subjective experience within the context of the Canadian programs in which they participated. Analysis of the interview transcripts and notes made during and after the interviews revealed several emergent themes. These were: political activity and war, teachers as leaders, religion, what is good teaching, adjustment to Canada, values and hopes, and the need for ESL and job-training programs. In the views of the two informants, the teacher-student relationship, based on awareness, communication and respect emerged as a very important feature of successful pedagogy . The findings are related and discussed in relation to Canadian society. The instructional implications are discussed with reference to relevant pedagogical approaches.

Thesis (M.A. in Security Studies (Europe and Eurasia))--Naval Postgraduate School, March 2009. / Thesis Advisor(s): Tsypkin, Mikhail. "March 2009." Description based on title screen as viewed on April 23, 2009. Author(s) subject terms: Russian Language, Russification, Derussification, Language Politics, Language Policy, Language Prestige, Russian Federation, Russia, Former Soviet Union, FSU, Central Asia, Balkans, Estonia, Latvia, Lithuania, Ukraine, Belarus, Moldova, Azerbaijan, Armenia, Georgia, Turkmenistan, Uzbekistan, Tajikistan, Kyrgyzstan, Kazakhstan, Estonian, Latvian, Lithuanian, Ukrainian, Belarusian, Moldovan, Azeri, Armenian, Georgian, Turkmen, Uzbek, Tajik, Kyrgyz, Kazakh. Includes bibliographical references (p. 87-100). Also available in print.

Thesis (Ph. D.)--University of Hong Kong, 2009. / Includes bibliographical references (leaves 196-219). Also available in print.

Thesis (Ph. D.)--Queensland University of Technology, 1977. / Includes bibliographical references (p. [387]-410) and index.

Thesis (Ph. D.)--University of Washington, 2002. / Vita. Includes bibliographical references (leaves 215-236).

Thesis (M.A. in Security Studies (Europe and Eurasia))--Naval Postgraduate School, March 2010. / Thesis Advisor(s): Yost, David S. Second Reader: Moran, Daniel J. "March 2010." Description based on title screen as viewed on April 21, 2010. Author(s) subject terms: Yugoslavia, Serbo-Croatian, Bosnia, Croatia, Serbia. Includes bibliographical references (p. 61-66). Also available in print.

Thesis (Ph. D.)--Queensland University of Technology, 1977. / Includes bibliographical references (p. [387]-410) and index.

This thesis is the result of research into the impact on the population of Catalonia of Catalan normalisation policies ('normalisation' in this context refers to the Catalan Government's intention to return Catalan to its rightful place as Catalonia's own language) in education in terms of language behaviour and ethnic relations. Chapter one focuses on the concepts of Bilingualism and Diglossia and how they have been employed in the Catalan context. Chapter two is a review of the relevant literature related to the Catalan situation. Chapter three is a narrative account of the political context of the period under study. Chapter four describes the methodologies and the results obtained from the fieldwork. Chapter five summarises the contributions of the preceding chapters, clarifies the grounded theory generated by this research project and draws conclusions. The theory and methods used to investigate this topic are drawn from sociolinguistics and psycholinguistics, sociology and social anthropology, resulting in a multidisciplinary approach to the material. The wider political context of the Spanish state as a whole is thought to be a crucial factor to be considered in the investigation of ethnic relations within the autonomous region of Catalonia. The relationship between the central state and the region of Catalonia as history has unfolded has had its impact on the modern context of democracy and autonomy. The language attitudes and relations between members of the ethnolinguistic groups in Catalonia are a product of struggles and experiences that have been shared over generations. The fieldwork for this thesis was carried out primarily in Igualada at the beginning of 1993, shortly after the general election when the Socialists lost their overall majority. The research methodologies were qualitative in nature and consisted of: a report on newspaper debates and public discourse concerning the political context of the implementation of language policy. Private discourses were researched by interviews with teachers, pupils and parents associated with the three secondary schools in Igualada, observation of linguistic interaction both in the school environment and in a variety of social contexts, and participation observation of everyday life. The results and conclusions include a discussion of the evidence that the power relationship between the Castilian and Catalan ethnolinguistic groups is of importance to the success enjoyed by policies aimed at the 'normalisation' of the Catalan language. However, it is pointed out that, far from being stable or predictable, the situation of language and ethnic competition is changing and dynamic.

Magister Artium - MA / Promotion and practice of multilingualism is of infinite need in a country with such history as South Africa. The need to promote, preserve and maintain languages grows each and every day due to the possibility of languages fading away until they become non-existent. The best system to maintain, preserve and promote all languages existing in a country is to utilize them in a multilingual sense. This is what each mission statement of the three major universities in the Western Cape Province promise; they claim to contribute to multilingualism by encouraging the use of and development isiXhosa, English and Afrikaans as languages of learning and teaching at the institutions. This study set out to investigate the practice of multilingualism in the three universities of the Western Cape considering the quantity and quality (of isiXhosa translation) in the linguistic landscapes. The findings show uneven promotion of the three official languages in all three universities in both the number of signage found and the quality of the translation, and sometimes incomplete translation of isiXhosa signage. At the University of the Western Cape and the University of Cape Town, English proved to be the most favoured language in comparison to Afrikaans and isiXhosa. This tradition of favouring languages was the same at Stellenbosch University, only the language of prestige was different; Afrikaans. Thus among other things the study recommends that policy makers within the three universities should ensure that linguistic landscapes do not just display all three languages, they should make sure that the languages are distributed evenly. Most significant, all the target text should be translated properly. In essence, the universities should employ trained language practitioners for all language related matters.

This study addresses a concern for the experience of participants in Canadian Government sponsored language and job-training programs for recent immigrants, specifically El Salvadoran refugees. The research has sought to uncover, through interviews with two former students, some of their impressions and insights concerning their participation in a Canadian government sponsored language and job-training program. The interviews were structured to account for historical, cultural, political, ideological and educational events and influences in El Salvador and Canada that contributed to the formation of their subjective experience within the context of the Canadian programs in which they participated. Analysis of the interview transcripts and notes made during and after the interviews revealed several emergent themes. These were: political activity and war, teachers as leaders, religion, what is good teaching, adjustment to Canada, values and hopes, and the need for ESL and job-training programs. In the views of the two informants, the teacher-student relationship, based on awareness, communication and respect emerged as a very important feature of successful pedagogy . The findings are related and discussed in relation to Canadian society. The instructional implications are discussed with reference to relevant pedagogical approaches. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate