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.

This study focuses on the English Second Language (ESL) learner with inadequate English proficiency. The Schools Act allows parents to choose their children's Language of Learning and Teaching (LOLT). Consequently, many parents choose English as LOLT for their children, believing that it will guarantee success for their children in the world of school and work. ESL learners with inadequate English proficiency experience barriers to learning. Most educators do not have the knowledge or the tools to support these ESL learners. Consequently, many ESL learners are recommended for retention or defined as "slow" learners. A crucial need for a language enrichment programme to augment these ESL learners' inadequate English proficiency was identified. After an in-depth search no South African language enrichment programme could be found for Grade 4 mainstream educators to implement in the classroom. A questionnaire was designed, based on the literature research, and distributed to determine what the needs of Grade 4 mainstream educators Concerning a language enrichment programme were. Grade 4 educators were targeted as a population since Grade 4 has been reported by educators as a critical period in the learners' education and also falls into the researcher's sphere of responsibilities. A great need for a language enrichment programme was confirmed. From the questionnaire it was deduced that educators felt comfortable using a story as medium for the language enrichment programme. A language enrichment programme suitable for the mainstream classroom was compiled for Grade 4 ESL learners based on the literature research and the responses of the questionnaire. 40 Grade 4 Language, Literacy and Communication (LLC) educators with knowledge on how to support learners with barriers were requested to implement the language enrichment programme over a six week period in their classroom. A short questionnaire to assess the suitability of implementation was completed by them afterwards. The response from the educators was exceptionally positive. The results of this study suggest that the story-based language enrichment programme can be implemented with success in the mainstream classroom to augment ESL learners' inadequate English proficiency, making the road to academic and career success so much smoother. / This study focuses on the English Second Language (ESL) learner with inadequate English proficiency. The Schools Act allows parents to choose Their children's Language of Learning and Teaching (LOLT) consequently, many parents choose English as LOLT for their children, believing that it will guarantee success for their children in the world of school and work. ESL learners with inadequate English proficiency experience barriers to earning. Most educators do not have the knowledge or the tools to support these ESL learners. Consequently, many ESL learners are recommended for retention or defined as "slow" learners. A crucial need for a language enrichment programme to augment these ESL learners' inadequate English proficiency was identified. After an in-depth search no South African language enrichment programme could be found for Grade 4 mainstream educators to implement in the classroom. A questionnaire was designed, based on the literature research, and distributed to determine what the needs of Grade 4 mainstream educators concerning a language enrichment programme were. Grade 4 educators were targeted as a population since Grade 4, has been reported by educators as a critical period in the learners' education and also falls into the researcher's sphere of responsibilities. A great need for a language enrichment programme was confirmed. From the questionnaire it w deduced that educators felt comfortable using a story as medium for the language enrichment programme. A language enrichment program suitable for the mainstream classroom was compiled for Grade 4 El learners based on the literature research and the responses of the questionnaire. 40 Grade 4 Language, Literacy and Communication (LLC) educators with knowledge on how to support learners with barriers were requested implement the language enrichment programme over a six week period their classroom. A short questionnaire to assess the suitability of implementation was completed by them afterwards. The response of the educators was exceptionally positive. The results of this study suggest that the story-based language enrichment programme can be implemented with success in the mainstream classroom to augment ESL learners' inadequate English proficiency, making the road to academic and career success so much smoother. / Thesis (Ph.D. (Education))--North-West University, Vaal Triangle Campus, 2004.

Thesis (Ph. D.)--University of Toronto, 2005.

This research is a contribution to the discussion concerning the relationship between language and culture in Foreign Language Classes (FLC). It discusses the place of cultural issues in FLC and how they can contribute to a more efficient learning of a foreign language and also to the formation of critically aware students/citizens. The discussion about language and culture is related to issues like globalization, hegemony, linguistic and cultural mutability, but it is especially related to the educational field. This work takes into account analyses, theoretical perspectives, studies and books that deal with this theme, being mostly based in Applied Linguistics, relying on researchers and linguists such as Bhabha, Crystal, Fiorin, Hall, Porto and others as a support to this research. The research corpus is composed of an analysis of an English schoolbook, transcripts of 18 English classes and a questionnaire applied to the teacher and to the students of the observed classes. The qualitative ethnographic perspective is adopted in order to support this work. The analysis of the schoolbook aimed at verifying a possible relationship between language and culture within its units and how that relationship occurs. The class observation s purpose was checking the place and the importance of cultural issues in the teacher s teaching practice as well as checking the kind of knowledge the students were offered. The questionnaires, handed by the end of the observation period, intended to analyze the teaching practice and the teacher s beliefs concerning the relationship between language and culture, as well as to consider the students purposes and their beliefs about the role of the English language in their lives. This study concludes that a) the teacher was not acquainted with theories and approaches that support the teaching of foreign languages; b) the students were mainly taught lexicon and how to analyze (in order to be able to correct) linguistic structures, but they were not able to use, in simple conversations, what they were taught in classroom; c) mostly traditional approaches were used in different kinds of exercises; and d) the analyzed schoolbook, despite its discourse of teaching real-live English , through dialogues that supposedly depicted real Brazilian everyday situations, was actually concerned with the teaching of lexicon and the practicing of grammar rules in situations that were either incomplete, incoherent or that pointed to an English reality. / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / Esta pesquisa é uma contribuição para a discussão da questão da relação entre língua e cultura no ensino de língua(s) estrangeira(s). Discute-se o lugar de questões culturais no ensino de língua(s) estrangeira(s) e como elas podem contribuir para um aprendizado mais eficiente de línguas, bem como para a formação de estudantes/cidadãos mais criticamente conscientes. A discussão sobre língua e cultura está relacionada à questões como globalização, hegemonia, mutabilidade lingüística e cultural, mas especialmente com sua presença no contexto educacional. Consideram-se, então, análises, perspectivas teóricas, estudos e livros que abordam este tema, estando, este trabalho, baseado principalmente na Lingüística Aplicada, atentando, também, para perspectivas de alguns autores/as, pesquisadores/as e linguistas como Bhabha, Crystal, Fiorin, Hall, Porto e outros como suporte para a pesquisa. Como corpus da pesquisa, faz-se uma análise de um livro didático de lingua inglesa, observam-se 18 aulas de inglês em um colégio da rede particular de ensino de Maceió e aplica-se um questionário ao professor e outro aos alunos da série cujas aulas foram observadas. A análise do livro didático se deu a fim de atentar para a ocorrência da relação entre língua e cultura nas lições e como essa relação se dá. A observação de aulas teve como meta a percepção do lugar e da importância de questões culturais na prática de ensino do professor e verificar que tipo de conhecimento está sendo trabalhado. O questionário, por sua vez, procurou examinar se a prática de ensino e se as idéias sobre um ensino que relacione língua e cultura se interrelacionam, bem como observar como os alunos vêem a língua inglesa em sua relevância na contemporaneidade e em suas vidas, adotando-se, desse modo, a perspectiva qualitativa para nortear este trabalho. Este estudo conclui que a) o professor não conhecia bem as teorias e abordagens que embasam o ensino de línguas; b) os alunos tinham léxico e análise de estruturas lingüísticas (de modo a estarem aptos a corrigi-las) como os principais focos do ensino, não sendo capazes de usar, em conversas simples, o que era ensinado em sala de aula; c) abordagens tradicionais eram principalmente usadas em diferentes tipos de exercícios; e d) o livro didático analisado, apesar de seu discurso sobre ensinar um Inglês vivo , através de diálogos que supostamente ilustravam situações brasileiras cotidianas reais, estava, na verdade, voltado ao ensino lexical e gramatical em situações que eram ora incompletas, ora incoerentes ou que apontavam para uma realidade inglesa.

Made available in DSpace on 2015-05-14T12:40:04Z (GMT). No. of bitstreams: 1 arquivo total.pdf: 670593 bytes, checksum: 67b8283fde6c3f511de1b717fb2efba0 (MD5) Previous issue date: 2009-07-10 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / Because of the enlargement of commercial frontiers in the region of São Francisco valley, the crescent number of school idioms in Petrolina-PE city, the globalization and its repercussion in the socio-historical-cultural process and the appearance of exportation and importation companies of products and service in the region, the present dissertation has as objective to investigate the importance of English Language domain in Secretariado Executivo and Comércio Exterior courses at FACAPE in the work market in reference to communication process, spoken or written one. The theoretic guide is centered in Discourse Analysis presupposes, of French orientation, that reflects about the elements which moves the relations among discourse, culture, history, subject and sense, and also it recommends a theoretic board which align them to the English language and the learning, for indicating how the idiom has influenced in the professional inclusion and exclusion of the involved subjects. The discursive corpus is constituted by a set of discursive sequences, obtained in semi-structured interviews. To this, the students and professor s conceptions were investigated which refer to English Language teaching-learning and the professional practice in the courses mentioned above, and also the employment expectations in relation to the work market requirements of a VALEXPORT company s representative. Five students from Secretariado Executivo and Comércio Exterior Courses, three professors from FACAPE who teach English Language and two employees from VALEXPORT Company contributed to the research. The caught result proposes, to the students, contributions to a critical reflection of the mentioned problems. So, by understanding better the society dynamism where they live, could notice themselves as life elements of political force and transforming capacity, and also make structured changes which point to a fairer society. / Em virtude do alargamento de fronteiras comerciais na região do Vale do São Francisco, o aumento do número de escolas de idiomas na cidade de Petrolina-PE, a globalização e sua repercussão no processo sócio-histórico-cultural e o surgimento de empresas de exportação e importação de produtos e serviços na região, a presente dissertação tem como objetivo investigar a importância do domínio da Língua Inglesa e seus efeitos de sentido na prática profissional junto aos alunos e professores de idiomas dos cursos de Secretariado Executivo e Comércio Exterior da FACAPE no mercado de trabalho no que se refere ao processo de comunicação, seja falado ou escrito. O marco teórico centra-se nos pressupostos da Análise de Discurso, de orientação francesa, que refletem sobre os elementos que movimentam as relações entre discurso, cultura, história, sujeito e sentido, como também preconiza um quadro teórico que os alie à Língua Inglesa e à aprendizagem, a fim de que indiquem como o idioma tem influenciado na inclusão ou exclusão profissional dos sujeitos envolvidos. O corpus discursivo é constituído por um conjunto de sequências discursivas, obtidas em entrevistas semiestruturadas. Para tanto, foram investigadas as concepções dos alunos e professores no que se referem ao ensino-aprendizagem da Língua Inglesa e a prática profissional nos cursos acima citados, bem como as expectativas empregatícias em relação às exigências do mercado de trabalho de um representante da Empresa VALEXPORT. Cinco alunos dos cursos de Secretariado Executivo e Comércio Exterior, três professores da FACAPE que lecionam a disciplina Língua Inglesa e dois representantes da empresa VALEXPORT foram colaboradores da pesquisa. O resultado apreendido propõe, para os alunos, contribuições para uma reflexão crítica dos problemas abordados. Assim, ao compreenderem melhor a dinâmica da sociedade em que vivem, poderão perceber-se como elementos ativos de força política e capacidade de transformar e, até mesmo, viabilizar mudanças estruturais que apontem para um modelo mais justo de sociedade.

Cette recherche propose une étude des séquences explicatives relevées au sein de cours de disciplines non-linguistiques dispensés en langue étrangère. Elle s'inscrit dans le cadre plus général des travaux ayant pour objet l'analyse des interactions de classes dans des structures d'enseignement bi- ou plurilingues. La première partie vise à caractériser le terrain spécifique qui est le nôtre : à la lumière des typologies existantes, nous y présentons le système d'enseignement bilingue adopté parles écoles de l'UNRWA (Liban). Ces repères sociolinguistiques donnés, nous apportons des éléments relatifs à notre démarche méthodologique en questionnant le rôle du chercheur et en nous arrêtant sur ce qui a guidé notre collecte et notre analyse de données. Nous définissons ensuite ce que nous entendons par "séquences explicatives" en situant ces séquences au sein des discours de la classe. La deuxième partie est consacrée à l'analyse de nos données et nous permet de travailler sur la réalisation de quatre tâches du cours de DNL : comprendre un document scientifique en classe de biologie, mener une expérience en physique-chimie, écrire un compte-rendu d'expérience dans cette même discipline et résoudre une équation en mathématiques. Notre analyse s'articule principalement autour de trois critères : celui de l'intégration entre langue et discipline, celui du mode bilingue de conversation et enfin celui des formes que prennent les interactions pédagogiques. / This research studies explanatory discourse as it occures in CLIL classrooms. It is set in the widerfield of classrooms' interaction analysis in the context of bi- or multilingual education. The first partaims at specifying the characteristics of our field of research : in the light of existing typologies, wepresent the bilingual education system adopted by UNRWA schools in Lebanon. We will first takeinto account some sociolinguistic elements and then present our methodological approach. We thendefine explanatory discourse, considering it as a part of classroom discourse. The second part isdevoted to our data analysis. We focus on four tasks : understanding a scientific document inbiology, experiment and write a experiment report in physics and chemistry, solve an equation inmathematics. Our analysis first focuses on the issue of language and content integration, then dealswith the question of code-switching and at least studies the participation of each in the interaction.

A fonética, estudo dos sons de uma língua, tem um papel fundamental na aprendizagem de línguas estrangeiras, principalmente na aquisição das competências orais. No entanto, a transposição didática desta disciplina não é sempre evidente para o professor de línguas estrangeiras. Por um lado, ele tem que enfrentar um assunto considerado excessivamente técnico e inacessível aos não-iniciados, e por outro, são poucas as obras escritas para este fim. Esta dissertação tem como objetivo discutir o lugar da fonética no ensino/aprendizagem de línguas estrangeiras e propor procedimentos metodológicos para o trabalho da fonética em sala de aula. Para isto apresentaremos no primeiro capítulo um percurso histórico das diferentes metodologias, mostrando como a pronúncia foi tratada em cada uma delas. Isto nos permitirá determinar, no capítulo II, os princípios a serem levados em conta na elaboração de um programa e das atividades de fonética. No último capítulo descreveremos as três experiências realizadas em duas instituições de ensino de francês língua estrangeira na Universidade de São Paulo. Graças a esta pesquisa poderemos não só avaliar a importância da fonética para o ensino/aprendizagem de línguas estrangeiras como também sugerir atividades lúdicas que ajudem o professor a motivar seus alunos no aprimoramento da pronúncia. / Phonetics is the study of speech sounds. Even though it plays an important role in the second language acquisition, specially of the oral skills, its didactic transposition is not always evident for the language teacher. On the one hand he has to face a discipline considered too technical and unavailable to the non-initiated, on the other hand, there are very few works on the subject. The objective of this paper is to discuss the place of phonetics in second language teaching and to propose methodological procedures for its learning. For that, we will present in the first chapter an historical view of second language methods, showing how pronunciation was treated in each one of them. In chapter II we will determine the principles that should be taken into account when elaborating a phonetics program or activities. In the last chapter we will describe three experiences achieved in two different language institute at São Paulo University. Due to this research we will be able to evaluate the importance of phonetics in the second language acquisition and suggest fun activities to help teachers to motivate their students in pronunciation classes.

In connection with the introduction of the current curriculum in 2011, a student’s language development became the shared responsibility of all subject areas. This imply that a student’s knowledge development can be strengthened no matter the subject area through teaching methods that focus on developing language skills.The purpose of this study is to develop the teaching of the subject ‘Digital Creation’ using a language-improvement perspective. The questions asked include: what do the contents and structure of a teaching plan with focus on language development look like in practice and how can my teaching develop through planning and focusing on language development?The theoretical basis has been taken from the Swedish National Agency for Education's competence development initiative ‘Läslyftet’ where a part of a module has been selected. Its content has formed the basis for processing an already existing lesson plan, which then has been tried and evaluated through a series of lesson trials. The work has been carried out in the form of practical development work using an autoethnographic method, where own reflections together with the students' results and evaluations formed the basis for further reflection and analysis.Existing research,which formed the basis for the structure and method of the work, shows that development and persistent change in teachers' method of teaching often relies on new ideas and tools tried in practice. By implementation through new experiences, positive and persistent change can occur.This development project indicates that the teacher can, with relatively few tools, get a more language-oriented approach in their teaching. The result suggests that it can have a positive impact on students' knowledge development and understanding.

The purpose of this research overview is to analyze previous research and see how theeducational approach Content and Language Integrated Learning (CLIL) has affected students’ language development and subject knowledge. The study is aimed at the Swedish upper secondary school and focuses on language learning and knowledge development in the subject of ´History. The paper is based on the research question: How has the CLILapproach been implemented in history education for the purpose of promoting students’language development as well as subject knowledge, and how is this perceived from a teacher- and student perspective? Several search engines were used for the gathering of research articles for this overview, such as; ERIC, SWEPUB, Libsearch and to a small extent Google Scholar. In order to find the most relevant data, several inclusion and exclusion criteria were applied to the searches. During the process of evaluating relevant articles, a smaller version of an annotated bibliography was created to speed up the work process. The research shows that there are not any clear guidelines on how effective CLILeducation should be implemented and that the subject of History does not seem to benefit from the implementation of it. However, most researchers agree that further investigation regarding the content-part of CLIL is needed to get an understanding of how the implementation of such educational approaches affect both language development and subject knowledge.

[pt] O processo de ensino/aprendizagem de língua inglesa em contexto escolar tem sido avaliado como ineficiente pelos sujeitos envolvidos, a saber, professores, professores em formação e alunos, como apontam pesquisas recentes. Apesar de reconhecerem a importância desse idioma em suas vidas, tanto em âmbito pessoal quanto profissional, há uma crença que se perpetua no imaginário das pessoas, dentro e fora do ambiente escolar, de que a escola não é o local de se aprender uma língua estrangeira. Contudo, percebe-se que há uma crescente atenção a essa língua estrangeira pelas autoridades educacionais, como, por exemplo, a inserção desse componente curricular no Programa Nacional do Livro Didático (PNLD) em 2011. Sendo assim, esta tese buscou investigar as representações sociais de sujeitos (gestores, professores de inglês, professores de outras disciplinas e alunos) de duas escolas públicas (uma estadual e uma federal) sobre o processo de ensino/aprendizagem de inglês. A teoria das representações sociais desenvolvida por Moscovici (1961) é o principal referencial teórico da presente tese, que também considerou a perspectiva mais estrutural de tal teoria, denominada de teoria do núcleo central (ABRIC, 1976). Para o desenvolvimento da pesquisa, foram realizadas entrevistas semiestruturadas com cada um dos 26 participantes. Após análise de conteúdo e do discurso dos participantes, essa pesquisa revelou as representações sociais nucleares e periféricas sobre o ensino/aprendizagem de inglês, assim como o posicionamento discursivo dos mesmos. Os resultados revelam que a língua inglesa é considerada importante, mas ainda é muito desvalorizada em ambiente escolar. Acredita-se que saber inglês é saber falar a língua, mas a habilidade de comunicação oral não é desenvolvida nas salas de aula. Conclui-se, portanto, que as representações sociais aqui elucidadas possam vir a informar políticas públicas, para que haja melhoria da qualidade desse ensino em contexto escolar. / [en] English education at schools in Brazil has been regarded as inefficient by teachers (both pre- and in-service) and students. Although they acknowledge the importance of learning English for their personal lives and professional careers, they do not think that English classes at schools allow one to learn this foreign language. In spite of that perception, English language education has been receiving increasing attention from the authorities at different levels, e.g., English subject was inserted in the National Program of Books (known as PNLD) in 2011. Considering those efforts, this thesis aimed at revealing the social representations of English education by listening to the voices of school managers, English teachers, teachers of other disciplines and students, in two public secondary schools (one run by the State of Rio de Janeiro and the other by the federal government). The theory of social representations developed by Moscovici (1961) was the theoretical framework of this research, which has also considered the structural perspective of the referred theory, the central nucleus theory (ABRIC, 1976). As regards to the methodology, a total of 26 participants were interviewed. After content and discourse analyses of the interviews, this research has revealed the nuclear and peripheral social representations of English education, as well as the way participants positioned themselves through discourse. Results showed that the English language is regarded as important, but is still considered inefficient in school classrooms. Participants believe that learning English is learning how to speak it, but this skill is not developed at the school environment. This study may lead us to the thinking that measures should be taken in order to improve the quality of English education at Brazilian public schools.