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The main goal of this diploma thesis entitled Pupils with Different Mother Tongue is evaluation of the set support measures created at FZŠ Trávníčkova. Moreover, the thesis aims to summarize the current requirements and needs of parents of pupils with different mother tongues. The theoretical part reviews reference literature on the topic, deals with terminology related to adaptation, and presents a summary of support measures at FZŠ Trávníčkova. It also includes a presentation of the school and the city district. The practical part is based on four research questions aimed at determining the satisfaction, degree and frequency of communication. Moreover, other needs of parents of pupils with various mother tongues and the degree of involvement of these parents in community activities of the school. The practical part is carried out by using several research methods - a questionnaire, interviews with parents or teachers and an analysis of school documents. In conclusion of this diploma thesis, the results of the research, recommendations for practise of this school and also suggestions for further research are summarized. KEYWORDS pupils with different mother tongue, pupil - foreigner, primary school, education and integration of pupils with different mother tongue, adaptation, parents, research,...

The research project takes a hard look into the attitudes or perceptions of speakers of African languages towards the new language policy of South Africa. The question answered in this regard is, `What do people say?' The research project explores the extent of radical shift in African consciousness giving impetus to the resurgence of African languages so that they carry philosophical and scientific discourse to unprecedented heights. Maintaining the primordial language policy that is dominated by English and Afrikaans is like putting new wine into old skins. Thus, the research also seeks to establish strategies that could be implemented in order to ensure the revitalisation and rejuvenation of African languages so that all the languages take their rightful place. In other words, the research explores ways of injecting a new kind of consciousness that integrates language and content in schools so as to replace the primordial "telescopic philanthropy" type of approach existing currently in education and other major domains. / African Languages / D. Litt. et Phil. (African Languages)

The knowledge gap between Arabic nations and the developed world is widening. A contributing factor to the slow acquisition and production of knowledge is the use of Modern Standard Arabic (MSA) as the language of instruction in schools. To bridge the gap, English is used in tertiary education in most Arab countries. The United Arab Emirates (UAE) is a useful case study to explore the dynamics of Arabic and English in education. After an overview of the problems imposed by MSA, the dilemmas facing the teaching of English and in English in the UAE are explored. Many of the problems encountered in the teaching and learning of English are the product of specific aspects of an education in MSA. The study assesses whether MSA or English is the most viable instrument for the delivery of high quality education in the Arab world and finds that currently English is essential. / English Studies / M.A. (with specialisation in TESOL (Teaching English to Speakers of other languages))

The focus of this study is on language maintenance and shift in Maale, a minority language spoken in Ethiopia. The main aims of the study are to give an account of the underlying social factors that have contributed to language maintenance in the Maale speech community, and to investigate whether the mother-tongue literacy programme in the Maale region is going to facilitate language maintenance or contribute to language shift. The findings suggest that regional nationalism, which corresponds to ethnic nationalism in Paulston's theory of social mobilisation, is the reason why the Maale language has been maintained as a viable language in spite of centuries of political repression. The findings also indicate that the mother-tongue literacy programme currently contributes to language maintenance but it is a stepping stone to further education, which favours the learning of a second language, which could lead to possible attrition of the mother tongue. / Linguistics / M.A. (Sociolinguistics)

This study analyses the perspectives of teachers on English as a language of learning and teaching in the context of government recommendations that Shona and Ndebele be used alongside English as languages of learning and teaching in Zimbabwean secondary schools. Through a questionnaire survey, open interviews and classroom observation, it was found that the teachers regard English as a language of learning and teaching in a positive way though they are aware of the difficulties associated with its use. There was a high consensus on the desirability of English among teachers as informants with various attributes obtained attitude, pedagogical beliefs and perceived difficulties scores that were, in the main, not statistically significant. It also emerged that government recommendations for the use of endoglossic languages as languages of learning and teaching (LoLT) have not been complemented by concrete measures and that the subsequent efforts to change the language-in-education policy have so far seemed insincere. / Linguistics / M.A. (With specialisation in Applied Linguistics)

This dissertation examines Breyten Breytenbach‟s memoir Dog Heart, and Ngũgĩ wa Thiong‟o‟s novel Matigari, with particular attention to the use of a mother tongue or another language in the texts, and whether these reflect or impact on the writers‟ sense of personal, cultural and political identity. It compares and contrasts the authors‟ views on, and experiences of, culture, language, translation and exile, and whether these aspects appear in the two primary works. Dilemmas associated with the authors‟ choice of language in their creative works, preferred audiences, and affiliations to their mother tongue speech communities are also explored. By drawing on Breytenbach‟s and Ngũgĩ‟s diverse stances on these issues, and following their respective publishing decisions, it is hoped an interesting conversation is created between these significant political activists and their writing. / English Studies / M.A. (English literature)

In South African universities where the medium of instruction is English, writing and conceptualisation in English Second Language in Life Sciences are problematic for first year learners. This study focused on the extent to which Afrikaans – and Xhosa mother tongue speakers employ strategies in order to cope with the demands of scientific writing and how it affects their academic performance. The Basic Interpersonal Communication Skills (BICS) and the Cognitive and Academic Language Proficiency (CALP) theories of Cummins as well as the model of Collier provided a theoretical framework for this study. Tests and tutorials were analysed by means of content analysis. Writing strategies such as coherence has an impact on academic performance but there is no set pattern or degree in which different mother tongue speakers employ them. A collaborative approach that sensitises learners to the meaningful use of strategies to enhance their competency in scientific writing is recommended. / Educational Studies / M. Ed. (Natural Science Education)

The study sought to explore possibilities of using ChiShona as a medium of instruction in the teaching of Mathematics in primary schools. The aim was to compare the use of English as a medium of instruction with ChiShona as medium of instruction in the teaching and learning of Mathematics to Grade 4 class. The other objective was to examine the people’s attitudes towards the use of mother tongue instruction in the teaching and learning of Mathematics in Zimbabwe primary schools. A practical teaching experiment was used to investigate the feasibility of using ChiShona as medium of instruction in the teaching and learning of Mathematics to Grade 4 class. In addition a descriptive survey research design which used questionnaires and interviews as data collection methods was employed for its usefulness in exploratory studies. A total of 750 people participated in the research and these were 40 Grade 4 learners (used for teaching experiment) 260 teachers/lecturers, 250 parents and 200 college/university learners. Data gathered was subjected to both quantitative and qualitative analysis resulting in data triangulation for validation. Major findings of the research indicated that the use of ChiShona as a medium of instruction in the teaching of Mathematics to primary school children is possible and that the use of the mother tongue instruction (ChiShona) impacted positively in the teaching of Mathematics to Grade 4 learners. The use of ChiShona as a medium of instruction in teaching Mathematics was effective and comparatively the learners who used ChiShona performed better than those who used English as a medium of instruction. However the research further concluded that people preferred that English remain the only medium of instruction from primary up to university level as English offers them better opportunities for employment compared to ChiShona. The study concludes that the continued use of English as medium of instruction means that African languages such as ChiShona will remain underdeveloped and fail to find their way in the classrooms as languages of instruction in education. The study finally recommends the need for an all-inclusive multi-lingual policy that uplifts the status of indigenous languages and their literature without annihilating English. / African Languages / D. Litt et Phil.

The study sought to explore perception and attitude towards the study of African languages in high schools and the resultant implications on human resources development and management. The research basically explored the diverse perception and attitude that prevail towards African languages in African countries in general and Zimbabwe in particular. The descriptive survey research design was used mainly for its effectiveness in exploratory research. Participants were drawn from selected high schools and universities in Zimbabwe. Questionnaires, interviews, focus group discussions and documentary analyses were used to collect data. Data gathered were then subjected to both qualitative and quantitative analyses for triangulation purposes. Major findings indicated that the perception and attitude towards the study of African languages in Zimbabwean high schools is generally negative. English language is preferred to and valued more than African languages. Such perception and attitude determine choices of programmes of study at tertiary level and the selective channeling of people into specific professional fields. Consequently, that impact on the development and management of potential human resources in professions related to African languages. The current language policy in Zimbabwe has no clear instrument that defines the place of African languages in the curriculum and work place as is the case with English. The choice of language to study at high school is thus determined by fossilised perception and attitude towards languages in general, coupled with lack of career guidance on the link between African languages and related career opportunities, in the belief that English is the gateway to success. The study clearly reveals that it is the Zimbabwean education system that should realize the potential of schools as agents of change in improving the status of African languages. Hence the study advocates restructuring of the curriculum. Proposals and recommendations to re-engineer the Zimbabwean curriculum so that indigenous African languages are made compulsory up to ‘A’ level were made. Such a bold move would uplift the status of African languages and at the same time improve perception and attitude towards their study as well as indirectly, but positively, impacting on human resources development and management in related disciplines. / African Languages / D. Litt. et Phil. (African Languages)