The Common Core State Standards for English Language Arts (CCSS-ELA) call for a greater focus on informational reading and nonfiction writing during high school instruction. The ELA standards assume that teaching reading and writing will become a shared responsibility within a school and include standards for teachers of science and social studies as well as English. However, not all teachers may be prepared to incorporate informational reading and nonfiction writing into their curriculum and instruction. Using a basic qualitative research methodology, this study examined how educators in one Maryland school district—including English, science, and social studies teachers and school administrators—made sense of the CCSS-ELA and how these educators worked, or did not work, to incorporate more informational reading and nonfiction writing into their classrooms. Educators’ understanding of the CCSS-ELA was shaped, in part, by their district’s curriculum frameworks and a district-required literacy project. This study found (a) that while most of the educators interviewed supported the Common Core, teachers were generally overwhelmed with multiple competing or conflicting polices that made it difficult to focus on implementing the standards; (b) educators had mixed responses to the district-offered supports intended to help them implement the CCSS-ELA; (c) the departmentalization inherent in most high school structures limited collaboration around the standards among teachers of different subjects (d) improving student writing proved to be particularly difficult. The study suggests a need for increased policy alignment at the district and state levels to facilitate implementation of key aspects of the Common Core. Another implication is the continued need for differentiated professional development and other implementation supports based on the subject taught and level of teacher experience.

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<p> Research reveals that for American secondary teachers, mere participation, or the desire to participate, in professional development is not a matter of concern, as many in the educational community have assumed. Yet, there is a void in the literature regarding American, lower secondary educators of literacy and their overall perceptions of professional learning. The purpose of this phenomenological study was to understand the perceptions of lower secondary English language arts (ELA)/literacy teachers, specifically in regard to what motivates these educators to participate in professional development, what they value in professional learning opportunities, the challenges that keep them from participating, and their overall professional development needs. </p><p> This qualitative study draws on two theoretical frameworks, constructivism and adult learning theory, as there are varied philosophies that contribute to the understanding of a teacher&rsquo;s perception of professional learning. A non-experimental, phenomenological methodology was chosen, aiming to better understand participant&rsquo;s individual experiences through their comprehensive, self-reported descriptions. The population of this study consisted of experienced, lower secondary ELA/literacy teachers employed in southern California public schools. Purposive, criterion sampling was used for this research, collecting data from a total of 13 semi-structured interviews of participants from two school districts. </p><p> The findings from this study resulted in five thematic categories that present the essential drivers and impediments to the participants&rsquo; involvement in professional learning opportunities: (a) teachers desire to improve their professional practice, (b) professional learning should be immediately applicable to professional practice, (c) teachers prefer to learn from other experienced teachers, (d) the culture of the school district and or site influences teacher learning, and (e) a teacher&rsquo;s learning is influenced by their perception of themselves and previous experiences. Six conclusions were drawn from the thematic findings of this study. They rely upon the literature and findings to argue how teachers&rsquo; motivation, personal values, and aspirations for participation in professional learning opportunities is centered on personal and organizational factors along with the historical and current culture of American K-12 public schools.</p><p>

This dissertation conducts a comprehensive examination of the study of Asian languages in two Australian states, taking into consideration the broad range of people and variables which impact on the language-in-education ecology. These findings are intended to enhance the development of language-in-education policy, planning and implementation in Australia. In order to incorporate a number of perspectives in the language-in-education ecology, interviews were conducted with a range of stakeholders, school administrators, LOTE (Languages Other Than English) coordinators and LOTE teachers, from all three education systems – government, independent and Catholic (31 individuals), across two states – Victoria and New South Wales. Questionnaires were also completed by 464 senior secondary students who were studying an Asian language. Along with the use of supporting data (for example, government reports and newspaper discourse analysis), the interview and questionnaire data was analysed thematically, as well as through the use of descriptive statistics.

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In South Africa, the medium-of-instruction (MOI) debate has continued to demand the attention of educators and academics, particularly after the promulgation of the 1997 multilingual language-in-education (LIE) policy and the introduction of the OBE-NCS curriculum in the schools. Using a survey questionnaire, classroom observations and focused interviews, this study aims at establishing how teachers in selected urban and rural high schools in the Mthatha District understand, interpret and implement MOI policies within their practice. It also seeks to establish reasons for implementing the MOI policies in the ways they do. The study utilizes Phillipson’s English Linguistic Imperialism Theory, Brock-Utne’s Qualification Analysis, and Vygotsky’s Social Constructivism to explain the findings. The main findings of the study are that MOI policies are not implemented uniformly in urban and rural contexts or within each context. Learner linguistic profiles, mismatch between a teacher’s home language (HL) and that of his/her learners, the subject being offered, the need to promote understanding of content, teachers’ understandings, misconceptions and beliefs about the role of language in education: all these were found to be factors which may influence a teacher’s language choice during lesson delivery. Generally, teachers endorse the use of English as a language of learning and teaching (LOLT) at high school, together with the learners’ HL. Although some teachers believe that they use English mainly for teaching, indigenous languages are also used extensively, especially in rural and township schools; code-switching, code-mixing, translation, repetition, and township lingo all make the curriculum more accessible to learners. The anomaly is that assessments are conducted only in English, even in contexts in which teaching has been mainly in code-switching mode. An English-only policy was employed in the following situations: in a desegregated urban school; in a rural high school where there was a mismatch between the teacher’s HL and that of his learners; and also in a rural high school where English was offered as a subject. The most cited reasons for using English only as an LOLT were: school language policy, teachers seeing themselves as language role models, the use of English as a LOLT at tertiary level, and past teacher training experiences. The study concludes that the major factors influencing school language policies in a multilingual country such as South Africa are the school context and the teacher and learner profiles. In addition, teaching and assessing learners in languages with which they are familiar, as well as using interactive teaching strategies, would develop learner proficiency, adaptability and creative qualifications, resulting in an improved quality of education. / Thesis (PhD)--University of Pretoria, 2011. / Education Management and Policy Studies / unrestricted

This thesis provides a literature review on various topics related to the aims of the research project. In the process of sketching the rationale of this study, the language-in-education policy (LiEP) of South Africa is examined. The reasons why this policy is not successful, is discussed. Emanating from this discussion, the low literacy scores amongst young learners in South Africa are described and possible reasons for this occurrence are cited (Howie, Van Staden, Tshele, Dowse, & Zimmerman, 2012). The hypothesis that perceptual and articulation training of the vowels of English would enhance young English second language (Setswana first language-speaking) learners? awareness of English vowels, is posited and defended by referring to previous research (Moats, 2007; Trehearne, 2011; Seeff-Gabriel, 2003). In addition, it is stated that increased knowledge of the vowel system of English will improve English second language (EL2) learners? literacy skills (Moats, 2007). In order to explain and discuss the results of the investigations into the literacy skills of the EL2 learners participating in this study, the notions of literacy acquisition, phonological awareness skills, and language acquisition and language learning are examined. The main aim of this study is to assess the effects of intervention on the auditory perception and articulatory skills of English second language-speaking (EL2) (Setswana L1-speaking) learners in Grade 3, in the production of the monophthongs and diphthongs of the standard variety of South African English, namely White South African English (WSAfE) (Bekker, 2009). The effects are determined by acoustically comparing the vowel spaces of the participants before and after intervention. Therefore, a discussion of acoustic concepts such as the vowel space and the parameters thereof are provided. In addition, the vowels of WSAfE, those of Black South African English (BSAE), and the vowels of Setswana are discussed and compared according to their acoustic features. The results of this quasi-experimental, comparative study indicate that the vowel spaces of the EL1 and EL2 participants differ markedly before intervention, especially when comparing those of the short and long monophthongs of English. After intervention, the vowel spaces of especially the Experimental group are seen to approximate those of the EL1 participants in the Norm group. Interesting findings concerning the central schwa vowels and the diphthongs were made. These indicate that young EL2 (Setswana L1-speaking) learners do not use BSAE, but use a new? variety of English that is closer to WSAfE (Mesthrie, 2008). Pertaining to the measurable sub-aims of this study, the phonological awareness skills and literacy skills of the participants are assessed and compared, before and after intervention. The improvement of the phonological awareness skills and literacy skills of the Experimental group, as well as the changes in the vowel spaces that are noted for this group, prove the hypothesis that intervention in the form of additional input concerning the English vowels will enhance second language learners? perception and articulation. This strengthens the opinion that second language learners need quality teaching of the sound system of the language of learning and teaching. / Thesis (DPhil)--University of Pretoria, 2016. / African Languages / DPhil / Unrestricted

The South African Constitution promotes multilingualism while acknowledging the maintenance of home languages. Meanwhile the language-in-education policy (Department of National Education, 1994) declares that every learner has the right to receive education in the language that he/she understands best where this is practicable. According to programme requirements of the Intermediate Phase (Grades 4 6), two official languages must be selected by a learner of which one should be the home language and the other one used as a first additional language. One of these languages will serve as the language of learning (Department of Basic Education: Programme and Promotion Requirements, 2011) This study outlined the challenges that Grade 4 teachers in the monolingual rural area of Niani face when teaching through English. This case study was designed as a qualitative research underpinned by Krashen's theory of second language acquisition (1982), which underlines the importance of interaction. The literature reviewed showed how teachers developed strategies to cope when a second language is used as the medium of instruction in monolingual societies. The participants of the study include six Grade 4 teachers who are mother tongue speakers of Tshivenda and two curriculum advisors of Niani in Limpopo province. Data were collected via classroom observations and interviews in order to establish the challenges teachers face when they switch from using Tshivenda to English once the learners move to Grade 4 and how these teachers cope. The findings indicate that teachers in rural monolingual communities in Niani find it difficult to meet the curriculum demands in terms of the medium of instruction. Grade 3 learners move to Grade 4 with little English vocabulary and this makes teaching problematic. Teachers spend most of their time translating the lessons into Tshivenda, a strategy which further limits both teachers' and learners' English exposure. Teachers too' were found not to be sufficiently proficient in English. The significance of the study relates to the educational issues of rural schools that are ignored by officialdom, including the fact that teachers are not adequately prepared to teach in English. In addition, learners transitioning to the medium of English are not sufficiently supported. Hence, policies need revision and interventions to address linguistic shortcomings of teachers and learners ought to be designed and implemented if English remains the medium of instruction. / Dissertation (MEd)--University of Pretoria, 2016. / Humanities Education / MEd / Unrestricted

La Confédération Sénégambienne (1981-1989) résulte de l'association de deux États indépendants de l'Afrique de l'ouest: le Sénégal et la Gambie; afin de renforcer leur unité en s'appuyant sur leurs similitudes (géographie, langues, cultures...). Cependant, ce dessein se substitue rapidement, en une inquiétude de la classe populaire gambienne. Celle-ci soupçonne son voisin de cacher l'ambition d'annexer et de transformer la Gambie en une région sénégalaise. L'introduction de l'armée sénégalaise dans les territoires gambiens, après la tentative de coup d’État contre le PrésidentDawda Jawara, n'arrangera pas les choses et déclenche les hostilités. Une revendication identitaire et un nationalisme anti-sénégalais, sont nettement visibles dans la littérature, les discours politiques et médiatiques de l'époque. La langue anglaise et les traditions britanniques deviennent ainsi en Gambie des traits de démarcation. Simultanément, la langue française est perçue de façon péjorative, comme une langue sénégalaise à éloigner des frontières gambiennes. Elle cesse alors d'être une langue universelle. Toutefois, la dissolution du pacte confédéral en 1989 et la signature du Traité d'amitié en 1991, donne un nouvel élan positif, pour la promotion du français en Gambie. L’État gambien opte désormais pour l'ouverture au monde francophone, afin d'exhorter aux partenariats culturels, économiques, politiques … C'est dans ce cadre que cette thèse propose d'analyser les représentations, les attitudes que les Gambiens ont de la Francophonie (langue, espaces, habitants). Sont-elles restées négatives et confondues à l'espace sénégalais, ou ont-elles au contraire, évolué positivement ? Elle a aussi pour objectif de signaler les mesures prises pour la diffusion du français en Gambie et de rendre compte des obstacles rencontrés par les acteurs. Pour ce faire, une enquête de terrain a été menée en 2010, au sein de certains établissements scolaires, de l'université et de quelques organismes étrangers et nationaux à Banjul et à Brikama. Et c'est sur la base des résultats obtenus que notre travail s'articulera. / Senegambia Confederation (1981-1989) results from the combination of two independent states of West Africa: Senegal and the Gambia to strengthen their unity based on their similarities : geography, languages, cultures … But this aim is quickly replaced by a concern. The Gambian people suspects his neighbor to hide the ambition to transform their country into a region of Senegal. The attendance of the Senegalese army in the Gambia after the attempted coup against President Dawda Jawara leads hostilities. Gambian nationalism appears in the literature, the media and political discourse. English and British traditions become symbols of identity in the Gambia. Simultaneously, French is perceived in a negative way, as a Senegalese language. The agreement between two countries is canceled in 1989. Since 1991, a new cooperation based on a friendship and partnership is born. Gradually, Gambian authorities promote the French language. Then, positive attitudes about French-speaking world are observed. This thesis analyze the Gambian representations of French: language, spaces and people. It will indicate steps and difficulties of the promotion. Our work will focus on the results of investigation conducted in Banjul and Brikama in 2010 in schools, at the university and some national and foreign agencies and national.

This study investigates isiNdebele language as no longer a mere oral language, but a written and read language. As one of the once marginalised languages in South Africa, isiNdebele is one of the least developed amongst the official languages. The study investigates isiNdebele's development and modernisation in the context of the Language in Education Policy and the functional multilingualism dispensation in our country. The qualitative research methodology was used to investigate the didactic and linguistic constraints in the teaching of isiNdebele, specifically utilising interviews and focus groups to collect data. The study found that lack of properly qualified teachers, and development of this language which is lagging behind others, are the main constraints in teaching isiNdebele. / Educational Studies / M.Ed. (Didactics)