The influx of Black pupils seeking admission to Indian schools began in 1990 after the Democratic Movement's "all schools for all people" campaign was announced. The medium of instruction in Indian schools is English which is also the mother tongue. Therefore Black pupils who come on transfer from schools in the KwaZulu township are immediately faced with a language problem as they are taught in the mother tongue untii standard three, when they switch to English. This research project arose as a result of the researcher's experience with Black pupils, whom he - felt were severely linguistically underprepared for academic study in the senior primary phase. Furthermore, most present day teachers were trained for monocultural schools and have little or no experience of multicultural education. The main problem that this research focuses on includes the learning problems encountered by Black pupils in Indian primary schools and the concomitant teaching problems their teachers experience. / Educational Studies / M. Ed. (Didactics)

Le nombre d'unions où les deux conjoints n'ont pas la même langue maternelle est en augmentation depuis les dernières décennies au Québec. Sachant que les enfants issus de ces unions gravitent dans un univers familial plurilingue, l'objectif de ce mémoire est de connaître les langues qui leur sont transmises. En utilisant les données du questionnaire long du recensement canadien de 2006, nous avons procédé à différentes analyses descriptives nous permettant de cerner les langues maternelles véhiculées aux enfants issus d'une union mixte, de vérifier si ces enfants héritent davantage de la langue maternelle de leur mère ou de leur père et s'ils opèrent des substitutions linguistiques avant l'âge de 18 ans, c'est-à-dire si leur langue maternelle diffère de leur langue d'usage. De plus, par le biais de régressions logistiques, nous avons étudié les déterminants contextuel, ethno-culturel et socio-économique les plus susceptibles d'expliquer le choix de la langue transmise aux enfants. Les résultats obtenus démontrent la place prédominante des langues officielles canadiennes, au détriment des langues non officielles, chez les familles exogames. De plus, le choix de la langue maternelle transmise s'avère principalement conditionné par le lieu de résidence, le parcours migratoire des parents et le pays de naissance des enfants. / The number of unions where both partners do not share the same mother tongue has grown substantially over the last decades in Quebec. Given that children born to these unions live in a multilingual family setting, the purpose of this research is to study the mother tongue transmitted to these children. Using the 2006 Canadian census long-form questionnaire, we first conducted various descriptive analyses. These were intended to identify the mother tongue transmitted to children born to mixed-language unions, to ascertain whether children inherit either their mother or father's mother tongue, and to determine if a language shift occurs before the age of 18 years old, in other words whether their mother tongue differs from the principal language they use at home. In addition, through logistic regressions, we examined the contextual, ethnocultural and socioeconomic determinants explaining the choice of the language transmitted to children. The results show the predominance of the two official Canadian languages in mixed-language families, at the expense of non-official languages. Furthermore, the choice of the mother tongue transmitted is mainly conditioned by the place of residence, the parent's migration path and the children's birthplace.

This thesis focuses on the use of the mother tongue in foreign language teaching and learning. Recently there has been a notable shift towards promoting the use of the mother tongue. The theoretical part of the thesis maps the attitudes to the mother tongue in current literature as well as the suggested ways of its use in the classroom. The practical part attempts to analyse the students' attitudes towards the incorporation of Czech into English learning and teaching and their experience with its use from their secondary schools. To obtain the data, an online questionnaire was employed. The respondents are first- and second-year students of English and American studies who are expected to be able to analyse both the advantages and disadvantages of using Czech. The practical part focuses on the efficiency of Czech in comparison with English, ways of presenting grammar and vocabulary, the relation between the mother tongue use and the proficiency of students, and learning strategies of the respondents. Based on the analysis, suggestions regarding the mother tongue use are presented in the conclusion.

A n o t a t i o n This thesis deals with the development of speech in children growing up in a bilingual environment. The aim is to explain the basic concepts related to bilingualism, describe in detail strategies of bilingual education and describe the specifics of speech development of children growing up in a bilingual environment. I would like to broaden the community understanding about bilingualism and summarize new ideas and information for parents who are considering a bilingual or multilingual education. Theoretical knowledge is used in the practical part of this thesis, which examines and compares the differences in the speech development of children growing up with two or more languages against children who grow up with only one mother tongue.

The diploma thesis deals with the topic of education of pupils with a different mother tongue in the Czech Republic; the target group are children in the age of compulsory education (approx. age 6 to 15), the target location is Prague. The topic is elaborated from the perspective of the actors of language management - state institutions, elementary schools and non-profit organizations. In the theoretic part, those subjects are characterized; the focus concentrates on the current legislation, the possibilities of funding of teaching Czech as a second language, the methodical support from the state. Non-profit organizations are characterized more in detail and their general role in civil society is explained. The practical part of the thesis describes and analyses the current situation: it identifies problems each actor is dealing with and mostly it captures their positions in the system and mutual interaction. The structure of this part is based on the activities of the non-profit organizations - their offer of the extracurricular, language-education courses for pupils with a different mother tongue, support of elementary schools and people working with this target group as well as communication with the Ministry of Education and active effort to improve the current support. The semi-structured...

L’entrave majeure du système éducatif algérien dans sa démarche d’ascension scientifique et sociale réside dans sa politique linguistique en rupture avec l’ancien colonisateur mais aussi avec les langues locales à savoir l’algérien et le tamazight. Prise entre une idéologie d’arabisation, un élitisme francophone et une revendication identitaire amazighe, l’école algérienne d’aujourd’hui peine à répondre aux exigences du multiculturalisme local d’une part et celles du marché international d’une autre. En effet, dans la réforme de 2003 axée sur la pédagogie par compétences il a été question, entre autres, de redorer le blason de la langue française en lui accordant plus d’intérêt. L’évaluation officielle du système éducatif algérien repose sur une démarche statistique tirée des examens nationaux qui l’appuie et le cautionne; Le chiffre est au centre des réalisations que ce soit en taux de réussite, de recrutement d’enseignant ou de scolarisation. L’enjeu de notre recherche est de vérifier l’échec de cette refonte pédagogique qui une fois de plus écarte la langue mère de l’enfant du paysage scolaire. Nous avons choisi d’aborder ce sujet en menant deux grandes enquêtes de terrain sur deux compétences faisant partie du triptyque scolaire : la lecture et l’écriture chez des élèves de 6eme. Les tests de lecture ont été faits en français et en langue officielle (l’arabe littéral) afin de sonder le niveau dans les deux langues. Les résultats obtenus confirment dans les deux cas l’écart existant entre le niveau réel de l’élève et celui arboré par les instances officielles sous des chiffres symboliques donnant l’image illusoire de la réussite de tout un système. / The major impediment to the Algerian education system has been in its approach to science and social ascension lying in its language policy, at odds with the former colonizer but also with local languages namely Algerian and Tamazight. Caught in the grip of an Arabization ideology, Francophone elitism and an Amazigh claim for identity, the Algerian school today has troubles meeting the requirements of local multiculturalism on the one hand and the international market on the other hand. Indeed, in the 2003 reform-oriented skill-based pedagogy, among other things, the intention was to restore the prestige of French language by giving it more interest. The official evaluation of the Algerian education system is based on a statistical approach over national examinations that supports it and endorses it; Numbers are at the center of achievements both in success rate, hiring of teachers or of schooling. The goal of our research is to investigate about the failure of the pedagogic reform that once again rejects the mother tongue of the child from the educational landscape. We chose to address this issue by conducting two major surveys on two skills that are part of the triptych school: reading and writing among children in 6th grad. Tests in reading (ROLL) were given in French and in the official language (Arabic) to probe the level in both languages. Our results confirm in both cases the gap between the true level of students and the one presented by the official institutions with figures giving an illusory image of the success of the whole system.

Syftet med denna uppsats var att utveckla kunskap om integrationsproblematiken för nyanlända ungdomar på språkintroduktion i Sverige. Kvalitativa intervjuer med en narrativ utgångspunkt användes som metod för datainsamling, där fem stycken nyanlända elever på språkintroduktion intervjuades. Det centrala teoretiska begreppet vilken tillämpades som analysverktyg i denna studie, har av oss tolkats utifrån Riessman, Johansson och Ricoeurs teorier om narrativ identitet. Studien utgick ifrån frågeställningar om hur eleverna framställer språkintroduktion, språk och gemenskap, samt hur deras identiteter framträder i deras narrativ. Följande frågeställningar låg därmed till grund för uppsatsen: hur framställs elevernas relation till språkintroduktion i deras berättelser, hur framträder elevernas identiteter i berättelserna, samt vilken funktion har språk och gemenskap i elevernas berättelser? Det övergripande narrativet präglades av elevernas förväntningar, besvikelser, ambivalens och slutligen lösningar. Resultatet visade att elevernas modersmål huvudsakligen framställdes i negativa termer, då ett användande av modersmålet framför det svenska språket hämmar språkfärdigheter i svenska och skapar svårigheter att integreras i den sociala gemenskapen i samhället. Oavsett grad av social gemenskap, framkom det i denna studie att elevernas identitet som invandrare blir bestående även efter språkintroduktion. Slutligen synliggjordes en ambivalent inställning kring hur eleverna framställer språk, skola och gemenskap, vilket illustrerade fenomenens mångsidiga inverkan på elevernas tillvaro. / The purpose of this essay was to develop knowledge about integration problems for newly arrived adolescents in a language introduction program in Sweden. Qualitative interviews with a focus on narrative aspects was used as a method for data collection. Five newly arrived pupils at language introduction program were interviewed. The central theoretical concept, which has been used as a tool for analysing in this study, has been understood through theories surrounding narrative identity by Riessman, Johansson and Ricoeur. This study was based on questions regarding how students present language introduction program, language and community, and how their identities appear in their narratives. Therefore, the following questions made the foundation of this essay; how is the students’ relation to language introduction program presented in their narratives, hur does the students’ identities appear in their narratives, and what function does language and community have in their narratives? The overarching narrative was characterized by the students’ expectations, disappointments, ambivalence, and finally, solutions. The results of this study showed that the students’ mother tongue was mainly presented in negative terms. Using the mother tongue, rather than the swedish language, inhibits language skills in swedish, and thus create difficulties concerning the integration into the social community. Regardless of the level of social inclusion, this study showed that the students’ identity as immigrants remain permanent even after language introduction. Finally, an ambivalent attitude was highlighted regarding how the students describe language, school and community. This illustrates the diverse effects of the phenomena on the students’ situation.

Made available in DSpace on 2016-04-28T18:23:54Z (GMT). No. of bitstreams: 1 Lucimar Bizio.pdf: 541847 bytes, checksum: 7905964cf5096a4b11b4202ec3a003f7 (MD5) Previous issue date: 2008-08-29 / Secretaria da Educação do Estado de São Paulo / This study discusses issues concerning pedagogical perspectives of Portuguese language teaching aiming at deaf people. In order to offer a critical view of steady tendencies in the field, namely those which focus the mother tongue, L1 and L2, this thesis presents an overview of the history of educational approaches directed to the deaf and discusses the Brazilian state of the art in that field and comments some studies which emphasizes the deafs writing. It is worth keeping in mind that the so called bilingual approach defines the Sign Language as L1 and the writing in Portuguese as L2. The present study approaches the deaf person writing ability from a theoretical perspective which tries to explain their productions and difficulties as effects of the functioning of language and not as cognitive deficits. The discussion developed here was guided by propositions from the Brazilian Interactionism, proposed and advanced by Cláudia Lemos and other authors as well as the theoretical developments put forward by the research group Language Pathology and Clinic, headed by Maria Francisca Lier-DeVitto and Lúcia Arantes / Este trabalho tece considerações sobre as práticas pedagógicas, no ensino de língua portuguesa, voltadas às pessoas surdas. Para encaminhar a reflexão sobre o tema em questão foi necessário desnaturalizar termos que circulam livremente no campo dos estudos sobre a surdez. Entre eles, destaca-se o de língua materna, L1 e L2, uma vez que, na abordagem bilingüísta, entende-se a Língua de Sinais como L1, enquanto a escrita do português é considerada como segunda língua L.2. A escrita do surdo neste projeto sempre foi vista por uma perspectiva teórica que entendesse as dificuldades apresentadas por esses sujeitos, como efeitos possíveis do funcionamento da língua e não apenas como déficit. Para cumprir a meta proposta foi necessário empreender uma discussão sobre a aquisição da linguagem, sobre as concepções de escrita e também sobre a problemática relação do surdo com a escrita. O ponto de partida foi uma apresentação da literatura brasileira sobre o assunto, seguida por um panorama sobre a história da educação dos surdos. Foram abordadas as possibilidades de contribuição do diálogo com a Lingüística e também com a Psicanálise, com vistas a considerar a singularidade do surdo. Neste trabalho está em questão a relação singular do sujeito surdo com a linguagem, que movimentou as discussões sobre a língua materna do surdo, o que é L1 e L2 e a entrada do surdo no universo da escrita. A discussão aqui encaminhada foi iluminada pelo Interacionismo Brasileiro, proposto por Cláudia Lemos, por outros autores filiados à sua proposta e pelos desdobramentos teóricos presentes nos trabalhos do grupo de pesquisa Aquisição, Patologias e Clínica de Linguagem, coordenado por Maria Francisca Lier-DeVitto

Made available in DSpace on 2016-04-28T18:24:10Z (GMT). No. of bitstreams: 1 Eduardo de Carvalho Cassimiro.pdf: 1020935 bytes, checksum: 5f58f40cd77d7501317d1d1802e15821 (MD5) Previous issue date: 2009-08-27 / Conselho Nacional de Desenvolvimento Científico e Tecnológico / Through this research, its author investigated the reasons why there were some errors in the essays written by his students in a foreign language. They were all adult, Brazilian learners of English at a language institute. Such errors used to make those students communication in written English quite difficult, and this fact would leave them bothered and bitterly frustrated. In the author s research group, papers whose focus was exactly like his, which brought up methodological and institutional implications, were scarce. This is a qualitative and interpretative case study that can be placed in the Applied Linguistics field, and its theoretical bases are the studies by Moita Lopes (2006), Lantolf (2006), Terra (2004), Bagno (2002), Vygostky (2000) and Corder (1981), among others. The evidence seems to warrant the conclusion that those learners of English used to write their essays in the foreign language in accordance with their linguistic awareness of their mother tongue (Portuguese), and such awareness of language had been built , developed, social--historically, throughout their experiences in their native tongue / O autor desta pesquisa investigou as razões da existência de agramaticalidades nas redações escritas em inglês pelos seus alunos adultos numa escola de idiomas. Tais agramaticalidades dificultavam a comunicação desses aprendizes em língua estrangeira, o que os incomodava e frustrava bastante. No grupo de pesquisa do autor, eram escassos trabalhos cujo foco fosse igual ao deste, que teve implicações metodológicas e institucionais. Trata-se de um estudo de caso qualitativo e interpretativo que se insere no campo da Lingüística Aplicada e se fundamenta nos trabalhos de.Moita Lopes (2006), Lantolf (2006), Terra (2004), Bagno (2002), Vygotsky (2000) e Corder (1981), dentre outros. Os resultados parecem revelar que os discentes-participantes norteavam a sua produção escrita em língua estrangeira pelos conhecimentos construídos socioistoricamente em língua materna

This thesis deals with the problematics of the work of a novice teacher, who has a pupil with a different mother tongue in his class. Its aim is to identify the specifics that usually accompany the work of novice teachers when integrating these pupils. The text is structured into two parts, each of which is further divided into several chapters. The first, theoretical, part compiles and then presents expert knowledge on migration, inclusion and then education of pupils with a different mother tongue and, last but not least, the role of the school as well as teachers in the process of integration of these children. It also sets out the criteria that affect and influence pupil integration with a different mother tongue. The second part of the thesis is practical. It contains an analysis of the work of two teachers who currently have pupils with a different mother tongue in their class and are trying to integrate them. It is focused on the specifics of working with them. The analysis of their work is carried out on the criteria set out at the end of the theoretical part of this thesis. These criteria are based on the study of professional literature. The result of the thesis is the description of teaching strategies and procedures of these pedagogues, the analysis of their approaches to teaching in a...