There is no abstract available for this thesis.

There is no abstract available for this thesis.

This thesis has traced the pattern of English instruction in Swaziland from the time when schools were few and teachers poorly trained to the present. Advances made since then have been noted. One marked feature is active student involvement in the English language learning experience in classroom settings where the student communicates something meaningful and important to him. Swaziland calls this English Through Activity, abbreviated ETA.Improvement of English instruction in Swaziland is a continuing process. The thesis indicates that this improvement is happening in a favorably fast way because the people of the country themselves are taking part in controlling the content of education in their schools. This is observed through the activities of the English Panel and the content of the new Teacher Training English Syllabus. Formerly, there was very limited participation in educational matters by the Swati people directly concerned.

This study was an attempt to investigate types of French language interference in 113 English compositions written by the Francophone secondary school students of Ntem Division, Cameroon. Analyses and explications were afforded in an attempt to verify the Igpothesis that French, the second language of the subjects, interfered with their efforts to produce correct linguistic structures in English. The analyses revealed French interference at all the levels of language design, especially in the area of linguistic specifics where there is no one-to-one correspondence between French and English structures. Results of the statistical count showed that French language interference accounted for 51 percent of all the errors analyzed in the present study. Suggestions of a general nature were also provided for remedial pedagogy.

The purpose of the study was to develop a program for training teachers of English as a foreign language at all levels of instruction in Thailand. The study was designed to determine levels of performance in English as well as courses of high value for a Thai EFL teacher. So that an effective program for training Thai EFT, teachers could be established, literature pertaining to qualifications of teachers of English to speakers of other languages was reviewed, and questionnaires relevant to the purpose of the study were prepared.The Form A questionnaire was utilized to determine present: qualifications of Thai EFL teachers and existing impediments to better instruction of English in Thailand. The Form B question was used to obtain judgments regarding the courses to be of high value for a Thai EFL teacher as well as general suggestions, concerning an effective program for training teachers of English in Thailand. The Form A questionnaire was mailed to EFL teachers In Thailand and the Form B questionnaire was mailed to recognized specialists in the United States in the field of teaching English to speakers of other languages.The return of more than 75 percent of each of the questionnaires was analyzed according to the purpose of the study. The following findings were based upon the analysis of the questionnaire data.1. A majority of Thai EFL college and university teachers have completed courses recommended by ESOL specialists; however, very few of these teachers have high competence in English language skills.2. A majority of Thai EFL teachers indicated high need for intensive training in the four language skills and methods of teaching and preparing materials for teaching English as a foreign language.3. The impediments to better English instruction in higher education of Thailand were: overcrowded classrooms, poor knowledge of English by students, variations in students' knowledge of English, and poor motivation on the part of students.4. Courses recommended to be of high value for a Thai EFL teacher at all levels of instruction were: introduction to linguistics, English phonology and morphology, methods of teaching English as a foreign language, psychology of learning, Thai lin- guistics, and contrastive analysis of Thai and English.Based upon the review of related literature and the analysis of questionnaire data, ideal qualifications for an EFL Teacher were determined. Additionally, basic qualifications for a Thai ELL teacher and guidelines for the training program for Thai EFL teachers were established.Ideal qualifications for an EFL teacher and basic qualifications for a Thai EFL teacher were determined in these areas: 1. Characteristics of an EFL teacher2. Attitude toward, knowledge and skill of English for an EFL teacher3. Knowledge of Thai4. Knowledge and skill in general education5. Knowledge and skill in teaching and preparing materials for teaching English as a foreign language6. Cultural awareness.Guidelines for the training program for EFL teachers to obtain basic qualifications include the following areas: (l) objectives of the program; (2) selection and retention of students; (3) administration of the program; (4) course offerings; (5) major changes; (6) curriculum; and (7) evaluation of the program.

Linguistic Landscape refers to linguistic objects that mark the public space (Gorter, 2006). The focal point of this research project is to examine how the informational and symbolic messages conveyed through the Linguistic Landscape (LL) portray the personality, language attitudes, and culture of a rural town; Carman, Manitoba. Since people play an active role in designing the LL, this research project was designed to accurately describe a rural Manitoba town through analysis of the language and symbols found in the landscape as representative of it as a community. By implementing an ethnographic approach utilizing critical language study (CLS) (Fairclough, 2001) and a communication framework (Hymes, 1972) this paper argues that the language used in the public space cannot be ignored or taken for granted. The language that is used on signs in public spaces is evidence of this. It manifests itself in power of the language used for communication, capitalism, values and lifestyles, and inclusion and exclusion of the population.

Typescript. / Thesis (Ed. D.)--University of Hawaii at Manoa, 1987. / Bibliography: leaves 370-391. / xviii, 391 leaves, bound ill. 29 cm

From Introduction: A training in English literature followed by a limited number of English method lectures on how to teach a prescribed Victorian novel proved inadequate in these circumstances. Moreover, several years of interaction with colleagues in staff rooms, conferences and seminars in England and South Africa failed to yield a secure sense of purpose or a confident understanding of why, when and how to teach what in the English lesson. Too many amateurs are employed to teach English. Barn dancers might as well teach ballet. Yet for all that, there grew a conviction, reinforced by the vital involvement of many inspiring colleagues, that English teaching is the mainspring of the educational process where that language is the medium of education. The hope of making some contribution to the advancement of the English teaching profession, especially for the benefit of those who look up, hoping to learn, is sufficient motivation for this work. The endeavour will be, in the first place, to review some traditional aspects of English teaching in their historical context. A description of the traditional sources upon which the profession intuitively draws might assist in explaining the existence of certain attitudes. In chapters 2-4 an analysis of current thinking, directions and practices will aim to explore some aspects of what English teaching in schools is, when and how it happens and to what end. The direction in which the profession is moving will be weighed against the relevance of school English in the further learning experiences of school leavers before conclusions and recommendations are listed. Throughout, the purpose will be to contribute insights into the practice of teaching English as a main language. The term 'main language' has been deliberately chosen. Growing numbers of South Africans might be described as English L2 'main language' speakers in the sense that though Afrikaans, Zulu, Xhosa or Gujarati might be regarded as their 'first' language , English is the language which they mainly use in the ordinary business of life, in the home, at work and at play. The situation is fluid and interactive. Many adult speakers are in the process of assuming English as a main language. Small groups at work (and increasingly in lecture halls and classrooms) might, in learning contexts use English mainly as a means of interaction but include a variety of native Ianguage speakers from Armenian to ZuIu. The concept of English as a 'main' as distinct from 'first' or 'second' language seems to be gaining fresh significance. The fact that it is no longer safe to assume that main language English speakers will all be drawn from uniform speech communities, has major implications for the teaching of the subject; implications that will rapidly become more significant with the eradication of apartheid from our society. In this study, focus will be upon the teaching of the subject at the secondary level. Within that area particular emphasis will fall upon the final three years of schooling. With the approach of the matriculation examination many schools begin to rattle their shackles, bringing 'English specialists' to bear on prescribed works and increasing the intensity of tests and mock examinations. The leisurely dalliance with projects and casual affairs with creative work associated with English in the early years, can be forgotten as attention is confined with increasing intensity on possible examination questions . Thus the opportunity to finish what has been begun is often wasted. Where added impetus and direction could be given in the final years to interest, enjoyment and abilities fostered at primary and junior secondary levels, preoccupation with an irrelevant literary erudition, with disjointed comprehension passages and spurious essay topics, can stifle natural growth. On the other hand it must be acknowledged that the impetus provided by the final examination can channel energy and produce insights that might otherwise have remained dormant. Thus, while the final three years of schooling are educationally no more important than any other phase in the twelve years schooling, they do III involve important issues within the writer's range of experience.

M.Ed. (Curriculum Studies) / It would appear that the task of the school in a multi cultural society is becoming more complex. It is not only expected of the school to educate the children of the society in totality towards the accepted particular adulthood, but the task of the school is also to provide for the current needs of society, and to anticipate possible problems of the future. In the context of human relations an African Language was introduced into White Schools on a regional basis in an attempt to bring about better understanding among the population groups. This was also done in order to provide the White child with the opportunity to communicate with the Black in his own language. After considering the current subject - curricula for Sepedi (Spoken Language) and the related teaching practice, the conclusion was made that the subject does'nt succeed in accomplishing its aims. No evidence could be found of an thorough situation - analysis in which the nature of society, the nature of the learner and the subjectcontent have been considered. Some deficiencies in the curriculum resulted from this. An evaluation of the subject curricula showed that one of the most important shortcomings seemed to be that the curriculum was'nt planned and designed to accepted curriculum principles. A further shortcoming was that no attention was given to the linguistic - phenomenon of pragmatic interference, which implies that the child, while learning Sepedi (Spoken Language) should not only learn the language, but also gain experience in the culture, rules of discourse, behaviour, norms and values underlying the target language...

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