Thesis (M.A. (African Languages))-- University of Limpopo, 2014 / The study was intended to investigate the influence and the impact which Sepulana as a dialect has on the learning of Sepedi as the standard language. The findings included among others: Sepulana has a negative impact on the learning of Sepedi as a standard language in Sabie circuit, Bohlabela district of Mpumalanga Province. Secondly, most Sepedi educators who speak Sepulana use the dialect to offer Sepedi in the formal classroom situation, and as such, learners become confused on whether to use Sepedi or Sepulana words. The study recommends that teachers of Sepedi be encouraged to teach Sepedi and not Sepulana in class, and also that teachers should upgrade their Sepedi qualifications to enable them to have in-depth knowledge of the language.

In this ever-changing world of 201 0, we are more closely interconnected than ever before. English plays a key role in this world's communication as a global or international language- making intercultural connections and bridging differences in the process. It is critically important and challenging for people to learn skills for interacting in this global society. ESL/EFL teachers, educators, and administrators become key resources for learning and transmitting the knowledge, skills, and strategies for using English in a variety of social, business, or academic interactions. Immigrants, refugees, and international students need to learn more than the linguistic structure of the English language. To communicate effectively and competently, they need to learn cultural and intercultural knowledge, skills, and attitudes for navigating those intercultural situations. This exploratory study examined the roles of cultural and intercultural knowledge, skills, and competency of ESLIEFL teachers and educators in the teaching of language. An electronic survey was used to explore how ESL/EFL teachers and educators were defining the terms cultural and intercultural, how and to what extent were cultural and intercultural concepts being taught, where educators were receiving their information, and if, and how, were they assessing students' learning. Results indicated that many teachers and educators were not receiving primary cultural and intercultural information from courses connected to MA TESOL programs, that confusion exists over the definitions of cultural and intercultural, and that in many cases intercultural concepts and competency were not being integrated into class curricula. It appears clear that the designers and teachers in foreign language programs would be well served by adopting a more interdisciplinary approach to foreign language teaching and by collaborating with those who could provide information, clarity, and freshness for the integration of cultural and intercultural competency into current programs.

Orientador: Ana Cristina Biondo Salomão / Banca: Cibele Cecílio de Faria Rozenfeld / Banca: Maisa de Alcântara Zakir / Resumo: Em meados dos anos de 1970, o termo tandem foi primeiramente usado para definir uma modalidade de aprendizagem baseada na interação de falantes de diferentes línguas com o intuito de aprender uma nova língua e ensinar a sua própria (TELLES; VASSALLO, 2006; VASSALLO; TELLES, 2006; SALOMÃO; SILVA; DANIEL, 2009). Atualmente, o projeto "Teletandem: Línguas Estrangeiras para Todos" é desenvolvido na Universidade Estadual Paulista "Júlio de Mesquita Filho" (UNESP) e tem como objetivo a interação de alunos dessa universidade com alunos de universidades estrangeiras através do computador, com respaldo pedagógico e em um ambiente adequado para uma aprendizagem recíproca (TELLES; VASSALLO, 2006). O projeto foi contexto para nosso estudo de caso (MEIRINHOS; OSÓRIO, 2010) de natureza qualitativa (ANDRÉ, 1995; DÖRNYEI, 2007; ERICKSON, 1991; LARSEN-FREEMAN, LONG, 1991), que analisou as dimensões culturais presentes nas interações de três participantes de teletandem e os impactos das sessões de visionamento (HENDERSON; HENDERSON; GRANT; HUANG, 2010) para as reflexões sobre (inter)cultura(lidade). A técnica de visionamento − quando os sujeitos de pesquisa assistem e comentam o vídeo da sua interação − pode fornecer ao pesquisador os porquês das decisões, escolhas e julgamentos tomados pelos participantes, pois se parte da perspectiva do próprio sujeito, da sua interpretação e do que ele pensou em certo momento. Os dados da pesquisa foram colhidos no segundo semestre de 2017 e foram analisado... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: In the 1970s, the word tandem was first used to define a learning modality based on the interaction of speakers of different languages with the purpose of learning a new language and teaching his/her own language (TELLES; VASSALLO, 2006; VASSALLO; TELLES, 2006; SALOMÃO; SILVA; DANIEL, 2009). Currently, the project "Teletandem Brazil: Foreign Languages for all" is being developed at São Paulo State University (Universidade Estadual Paulista "Julio de Mesquita Filho" - UNESP) and its objective is to open the possibility for students from that university and students from a foreign university to interact using a computer, providing pedagogical support and a suitable environment for mutual learning (TELLES; VASSALLO, 2006). This project was the context for our qualitative case study (ANDRÉ, 1995; DÖRNYEI, 2007; ERICKSON, 1991; LARSEN-FREEMAN, LONG, 1991; MEIRINHOS; OSÓRIO, 2010), which analyzed the cultural dimensions in teletandem sessions from three participants and the impacts of stimulated recall sessions (HENDERSON; HENDERSON; GRANT; HUANG, 2010) to their reflections about (inter)cultura(lity). Stimulated recall sessions − when the research subject watches and comments his/her own interaction video − can provide the reasons for some decisions, choices and judgments made by the participant him/herself, due to the fact that they come from the person's perspective, interpretation and from what he/she thought about/in a certain moment. The data for this research was collected in... (Complete abstract click electronic access below) / Mestre

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Indiana University-Purdue University Indianapolis (IUPUI) / Esta investigación versará sobre algunos puntos relacionados con la enseñanza del español como lengua extranjera en universidades de los Estados Unidos: a) el desarrollo de la imaginación y de la creatividad; b) la inclusión de la creatividad como un estándar más en los ya establecidos: comunicación, culturas, conexiones, comparaciones, comunidades; c) el valor de la literatura artística para el logro de todos los estándares; d) la necesidad de una buena selección de literatura iberoamericana. Para ejemplificar esta propuesta, presentaremos a Dulce María Loynaz, la escritora cubana que ganó en 1992 el Premio Cervantes, y sugeriremos algunos ejercicios didácticos sobre sus textos “Isla mía, ¡Qué bella eres y qué dulce!...” y “Carta de amor al Rey Tut-Ank-Amen”.

Indiana University-Purdue University Indianapolis (IUPUI) / El teatro es un género mixto en el sentido que combina el lenguaje con elementos plásticos o espectaculares junto con una gran variedad temática y así se presta como vehículo que abarca los cinco estándares nacionales de la enseñanza de una segunda lengua: comunicación; cultura; conexiones; comparaciones; comunidades. El aprendizaje de una segunda lengua a través de la actuación dramática tiene beneficios para el aprendiz de índole personal y de carácter social. El aprendizaje se realiza mediante el uso de lenguaje auténtico, cuidadosamente metido en contexto y enmarcado en la matriz de la pragmática...

Thesis(M. A. (Language Education)) -- University of Limpopo, 2021 / Majority of South African learners come from diverse linguistic, social and cultural backgrounds. Therefore, their diversities in classroom require learning and teaching approaches that are capable of ensuring that classroom interactions fulfil learners’ multilingual needs and also help to improve the learning conditions–and thus the educational system of the country. Learners in South African rural and township schools have limited exposure to English. They come from impoverished backgrounds in which English does not form part of their daily communication, except that they are only exposed to the language at school. Translanguaging seems to be an approach that can be implemented to overcome language barriers in classrooms and resolve the challenges pertaining to the educational system of South Africa. This study aims to disclose how Translanguaging can be implemented to disrupt power imbalances of languages and how its implementation can create an inclusive classroom. The aim of this study is to investigate the benefits of using Translanguaging in a Grade 4 during Life Skills lessons. The study used a qualitative research methodology and adopted a comparative research design. The study has found that learners learn better in a language that they are proficient in. The implication to this finding is that policy makers must be advised to either add Translanguaging as a learning model to the existing models or redesign the existing models to bring transformation as well as to promote African languages as media of instruction

This study was designed to explore possible relationships between English language learners past formal language learning experiences and beliefs about language learning on the one hand, and their informal learning choices on the other. Six Japanese English as a second language (ESL) students participated in the study. Participants were interviewed and asked to complete an English study log for one week prior to their scheduled interview. The results of the study suggested that there were likely connections between experiences, beliefs, informal learning choices. For some participants, a singular experience or belief had an effect that seemed to outweigh other experiences and beliefs. However, there were also some differences in informal learning choices among participants that might be better explained by factors outside of the interest of this study, such as personality or goal of English study.

A research report submitted to the School of Literature, Language and Media, Faculty of Humanities, University of the Witwatersrand in partial fulfillment of the requirements for the degree of Master of Arts in Publishing Studies, 2017 / This study has aimed to investigate what reading materials commercial publishers and education NGOs currently offer to Foundation Phase learners in the nine official African languages and also the extent to which these materials are marketed and made available to the general public by the publishers. It has been guided by two research questions. The first is as follows: What is available for early readers (learners) to read in their home languages? This question seeks to address the issue of what kind of reading material is available for Foundation Phase learners to use in early literacy, in the nine indigenous South African languages, ranging from readers, to fictional and non-fiction information books which are likely to develop their interest in reading and their literacy skills. In addition to what is available for learners, the second main question is: How do people find out about materials that are being published? How are the materials being marketed by the publishers? Who knows about them and how do they know about them? How would people get access to the materials if they wished to purchase them? The study is in two parts. The first part involved a survey of published reading materials and the second part was a personal investigation of accessibility, in terms of ease or difficulty of finding and/or purchasing these reading materials. One of the main findings is that outside the mainstream educational publishers there is reluctance on the part of many publishers to publish texts in African languages for young readers. At present, much of the reading material published by the mainstream educational publishers for Foundation Phase readers conforms to the requirements of the CAPS curriculum. The limited variety may discourage children from reading in their home languages. The limited availability to the general public of existing texts in African languages is another of the key findings of this study and the lack of information about freely available texts is third. One encouraging development is that education NGOs are finding creative ways to make interesting texts available to young readers in a range of languages. / XL2018

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