Given the increase of Spanish- and English-speaking bilingual students in US schools, identifying the predictors of reading in this group of students is of significant importance to developing appropriate screening measures and intervention strategies. Thus, the current study evaluated the pattern of language preference in an elementary school bilingual (Spanish-English) population and its relationship with expressive and receptive vocabulary, and broad reading ability in English and Spanish. Participants were 58 Latino students ranging in age from 7 years, 5 months to 11 years, 1 month (M = 8.98, SD = .98) with 48% born in the United States. Results indicated that English expressive vocabulary partially mediated the relationship between outside language preference and English broad reading ability. In contrast, neither Spanish expressive nor receptive vocabulary mediated the relationship between outside language preference and Spanish broad reading ability.

Thesis (M. Ed. (Language Education)) -- University of Limpopo, 2016 / Several studies have investigated the contentious issue of language preference in the education domain, particularly in South Africa. African indigenous languages seemed to be overlooked as well in the country. As one of the scarce skills subjects, the Department of Education (DoE) developed a strategy to curb the decline of African indigenous languages by introducing Funza Lushaka Bursary Scheme. This research study sought to investigate language preferences of student teachers who specialise in English and an African language (Sepedi, TshiVenda and Xitsonga) for future employment among third and fourth year language student teachers. My assumption was that these language teachers have been in the teaching practice, hence their preference might be instigated by their experience in teaching. A purposive sampling using semi-structured interviews was selected for this study. Furthermore, a research journal and a voice recorder were used during the research interviews. The research findings illustrated that majority of participants (70%) preferred to teach African indigenous languages while the remaining percentages preferred to teach English at their future schools. These showed a promising future for the indigenous languages for being promoted and sustained. However, their preference of a particular language over the other was founded on different individual motivation or interest. It was also found that Funza Lushaka Bursary Scheme served as a motivational component for producing student language teachers. These findings provide valuable information for promoting and sustaining African indigenous languages

Research into bilingual language development in autistic children is a new field and the number of studies published to date are very scarce. Around the world exceptional cases are being reported to support the theory that bilingual language development in autistic children is different to that of typically developing children leaving an obvious gap in knowledge. In this essay, a case study is presented of an 11-year-old autistic native Swedish boy with an impaired speech disorder who has developed a bilingual proficiency in English with YouTube as his only source of exposure. The study showed mixed results as when the tasks were performed Swedish was the reciprocating language. However, in the interview all replies were in English, even though spoken to in Swedish, suggesting a preference for speaking English when allowed to speak freely. Furthermore, this study challenges the notion that children with impaired speech disorders would experience even slower language emergence if simultaneously exposed to an L2. These findings call for further research at a higher level than a Bachelor’s thesis.

This study is both quantitative and qualitative in nature. In order to support or discard the hypothesis that high-functioning, autistic upper secondary school students speak more freely in English than in their native language Swedish, an experiment with a narrative format was conducted with students both within and without Autism Spectrum Disorder (ASD). Measurements of lexical density, hesitations and long pauses in the narrative were applied to assess the quality of produced speech. A questionnaire survey for teachers of this age category of students was also carried out. The analyses of the results are primarily quantitative, but a portion of the questionnaire is also thematically analysed. The study shows that there is initial support for the hypothesis. / Denna studie är båda kvantitativ och kvalitativ i sin natur. För att stödja eller förkasta hypotesen att högfungerande, autistiska gymnasieelever talar engelska mer obehindrat än deras modersmål svenska, genomfördes ett experiment med ett berättande format med studenter både inom och utanför Autismspektrumtillstånd (AST). Mått på lexikalisk täthet, tvekan och långa pauser i berättandet användes för att utvärdera kvalitén av producerat tal. En enkätundersökning för lärare av denna ålderskategori av elever genomfördes också. Analyserna av resultaten är primärt kvantitativa, men en del av enkäten är också tematiskt analyserad. Studien visar att det föreligger ett initialt stöd för hypotesen.

The elections of the democratic government in South Africa in 1994 led to the formulation of the new Language-in-education policy (LiEP), which was adopted by government in July 1997. This study evaluated the implementation of this policy in selected secondary schools of the Limpopo Province. In making this evaluation the study wanted to answer the question: How should schools implement the new LiEP in Limpopo Province? The major findings of the study are that the new LiEP remains largely ignored and unimplemented in Limpopo Province. The status quo remains unchanged in most schools and English and Afrikaans continue to be the language of learning and teaching (LoLT) in all schools investigated. The study therefore argues that there is a serious discrepancy between policy and practice. The study concludes by making recommendation to address the problems identified and to provide guidelines on how the policy may be implemented in Limpopo Province, such as the gradual phasing in of African languages as LoLTs. / Linguistics / M.A. (Specialisation in Sociolinguistics)

After independence, in 1990, the government of the Republic of Namibia perceived the need to replace the old Language-in-Education Policy (LiEP) for schools with a new one that promotes the use of the mother tongue alongside English in schools and colleges of education. Consequently, the new Language-in-Education Policy was implemented in all 13 educational regions. The aim of this study is to evaluate the implementation of this policy in the upper primary schools in Oshana Region. The findings of the study were analysed according to relevant literature to determine if they were in line with the theories of language policy evaluation. At least five major findings emerged from this study that are described in relation to relevant themes, namely; home language, language preferences, language practices, policy awareness and government support. The study revealed that the majority of learners in Oshana Region are Oshikwambi speakers, followed by Oshikwanyama speakers. In addition, the majority of teachers who teach Oshindonga are also not Oshindonga speakers. Furthermore, the study revealed that the majority of learners, teachers and principals preferred English as LoLT to Oshiwambo. Another major finding of the study is that despite the fact that English is the LoLT, both teachers and learners are still struggling to communicate in English. In general, successful communication often takes place in Oshiwambo. The study revealed that the majority of teachers, learners and parents are neither aware of the new LiEP nor were they consulted prior to its implementation. In addition, the LiEP related materials are not available in most of the schools. Finally, the study found that there is a serious shortage of textbooks and well qualified teachers in African languages. This shortage of textbooks prevents teachers from giving adequate homework to learners. Consequently, the LiEP cannot be successfully implemented. A number of recommendations are made regarding the shortage of textbooks in Oshiwambo, the use of the mother tongue as LoLT from Grade 1 to Grade 7 and the recognition of other Oshiwambo dialects. Ongoing consultation and awareness should be a vital part of the review process. / Linguistics / M.A. (Sociolinguistics)

The elections of the democratic government in South Africa in 1994 led to the formulation of the new Language-in-education policy (LiEP), which was adopted by government in July 1997. This study evaluated the implementation of this policy in selected secondary schools of the Limpopo Province. In making this evaluation the study wanted to answer the question: How should schools implement the new LiEP in Limpopo Province? The major findings of the study are that the new LiEP remains largely ignored and unimplemented in Limpopo Province. The status quo remains unchanged in most schools and English and Afrikaans continue to be the language of learning and teaching (LoLT) in all schools investigated. The study therefore argues that there is a serious discrepancy between policy and practice. The study concludes by making recommendation to address the problems identified and to provide guidelines on how the policy may be implemented in Limpopo Province, such as the gradual phasing in of African languages as LoLTs. / Linguistics and Modern Languages / M.A. (Specialisation in Sociolinguistics)

After independence, in 1990, the government of the Republic of Namibia perceived the need to replace the old Language-in-Education Policy (LiEP) for schools with a new one that promotes the use of the mother tongue alongside English in schools and colleges of education. Consequently, the new Language-in-Education Policy was implemented in all 13 educational regions. The aim of this study is to evaluate the implementation of this policy in the upper primary schools in Oshana Region. The findings of the study were analysed according to relevant literature to determine if they were in line with the theories of language policy evaluation. At least five major findings emerged from this study that are described in relation to relevant themes, namely; home language, language preferences, language practices, policy awareness and government support. The study revealed that the majority of learners in Oshana Region are Oshikwambi speakers, followed by Oshikwanyama speakers. In addition, the majority of teachers who teach Oshindonga are also not Oshindonga speakers. Furthermore, the study revealed that the majority of learners, teachers and principals preferred English as LoLT to Oshiwambo. Another major finding of the study is that despite the fact that English is the LoLT, both teachers and learners are still struggling to communicate in English. In general, successful communication often takes place in Oshiwambo. The study revealed that the majority of teachers, learners and parents are neither aware of the new LiEP nor were they consulted prior to its implementation. In addition, the LiEP related materials are not available in most of the schools. Finally, the study found that there is a serious shortage of textbooks and well qualified teachers in African languages. This shortage of textbooks prevents teachers from giving adequate homework to learners. Consequently, the LiEP cannot be successfully implemented. A number of recommendations are made regarding the shortage of textbooks in Oshiwambo, the use of the mother tongue as LoLT from Grade 1 to Grade 7 and the recognition of other Oshiwambo dialects. Ongoing consultation and awareness should be a vital part of the review process. / Linguistics and Modern Languages / M.A. (Sociolinguistics)