Diploma thesis - Cyril Štěpán Abstract In the theoretical part of my thesis, I first aim to outline the particular language problems of children brought up in a socially disadvantaged background. I attempt to describe what actually is "social disadvantage" and what are its specifics. Moreover, I deal with the particularity of development of children in such background and with the imapact on communication skills of these children when they enter nursery or elementary school. In the second chapter of my thesis, I write about langugage and communication barriers of children with different mother tongue. I describe and explain the term "different mother tongue". Then I pursue the statistics on pupils foreigners in czech schools and their categorisation to discover the most represented foreign languages in czech schools. I furthermore describe these languages (Slavic language group and Vietnamese) and I point out those linguistic differences of these languages when compared to the czech language that are the most crucial ones in the process of learning czech. In the last chapter of the theoretical part of my thesis, I write about school inclusion of these pupils. I first try to define the term inclusion only to later come up with concrete strategies and possibilities of inclusion of these pupils in czech...

Diploma work is intented on multicultural edication, mainly on integrating a pupil with a different first language to the environment of a primary school, using the methods and techniques of Drama in Education. The technical part deals with Drama in education and structured drama. Next it deals with multicultural upbringing and its enforcing in the educational system, a pupil with a different mother tongue and his accepting and integrating in his new class. In the practical part I try to approach the complexity of a newly moved in pupil who has a different language to a new class using structured drama. KEYWORDS Drama in Education, multicultural education, pupil with different mother tongue, structured drama, first level of elementary school

The diploma thesis deals with the terms and conditions of specific calls for proposals of national operational programmes 2014-2020, aimed at children with different mother tongue, and implementation of simplified projects in selected primary schools in Prague. The thesis describes relevant grant opportunities and, based on a research survey, evaluates their conditions and implementation process. From the methodological point of view, a qualitative approach and design of a case study are employed. The thesis also points out the relation of street-level bureaucrats to applicants/beneficiaries and explains the reasons why eligible applicants do not request support through simplified projects. In order to accomplish the set research goals and questions, in-depth interviews were conducted with primary school principals, administrators of the considered operational programmes, a representative of the municipal district, and an expert on subsidies for schools. Within the last part of the thesis, recommendations for the creators of relevant calls for their possible modification and recommendations for other principals of primary schools are proposed in order to facilitate the implementation of simplified projects. From the theoretical perspective, the diploma thesis is based on four theories that frame...

Abstracts in English and Zulu / Bibliography: leaves 138-141 / Multilingualism is the norm in most urban areas of South Africa. This study aims to discover the perceptions of young adults towards their mother tongue due to being exposed to multiple languages in their daily environment at a very young age. The study further investigates whether young adults acquire their mother tongue whilst growing up in an environment that has multiple languages. It also seeks to determine the role that parents play in the acquisition of mother tongue by their children. Literature was reviewed in order to explain and understand the standing of African languages in South Africa. This study is guided by the theories of first language development and acquisition and Cummins’ concepts of Basic Interpersonal Communication Skills (BICS) and Cognitive Academic Language Proficiency (CALP) theories. The study employed a mixed-method approach. Empirical data was collected by means of questionnaires and semi-structured interviews from young adults and parents. Data collected was analysed by a statistician using categorical data analysis. The researcher used graphs to present findings from analysed data. Findings from the empirical data show that young adults who grew up in a multilingual environment acquire more than one language. Parents also play a role in nurturing the acquisition of the mother tongue / Ubuliminingi yisimo esijwayelike kakhulu ezindaweni zasemadolobheni zalapha eNingizimu Afrika. Lolu cwaningo luhlose ukuthola izimvo zabantu abasebasha mayelana nolimi lwabo lwebele njengoba kulesi sikhathi samanje bedibana nesimo lapho behlangana khona nabantu abakhuluma izilimi ezahlukene. Lolu cwaningo luhlose futhi nokubheka iqhaza elibanjwe abazali ekufundiseni abantwana babo ulimi lwabo lebele. Kulolu cwaningo kusetshenziswe ongoti abahlukene ukuze kuchazwe futhi kuqondisiswe ukuthi zime kuphi izilimi zendabuko zaseNingizimu Afrika. Lolu cwaningo lusebenzise izindlela zokucwaninga eziningi. Ulwazi locwaningo luqoqwe ngokusebenzisa amapheshana emibuzo, kanye nezingxoxo ezingahleliwe ezenziwe kubazali nakubantu abasha. Ulwazi locwaningo luhlaziywe umhlaziyi wezinombolo esebenzisa uhlaziyo lwezigaba zocwaningo ezahlukene. Okutholakele ekuhlaziyweni kolwazi kuveze ukuthi abantu abasha abakhulele lapho okukhulunywa khona izilimi ezahlukene bazuza ulwazi lwalezo zilimi bagcine sebekwazi ukukhuluma nezinye izilimi okungezona ezabo. Kuvelile nokuthi nabazali bayaqinisekisa ukuthi abantwana babo bayalufunda ulimi lwabo lwebele. / African Languages / M.A. (African Languages)

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. / D. Litt et Phil. (African Languages)

Language is the learning device and the device which forms the student''s knowledge in math, his ability to define concepts, express mathematical ideas and solve mathematical problems. Difficulties in the Language are seen more in word problems, clarity and in the way the text is read by the student have a direct effect on the understanding of the problem and therefore, on its solution, could delay the problem solving process. The connection between language and mathematical achievements has a more distinctive significance regarding the Arab student. This is due to the fact that the language which is used in the schools and in textbooks is classical (traditional) Arabic. It is far different than the language used in everyday conversations with family and friends (the spoken Arabic). Our research examine whether rephrasing word problems can affect the achievements of the Arab students in it. The experimental group received mathematics instruction using learning materials of word problems that were rewritten in a “middle language” closer to the students’ everyday language (spoken Arabic), thus keeping the mathematical level of the problems. The research findings showed that students in the experimental group improved their achievements in word and geometric problems significantly more than students from control group.

The intended purpose of this essay was to examine student essays to find out if there are any first language interferences in Swedish students’ written English. First language interference has been researched before, which will be presented in the essay, amongst other terms such as translanguaging, acquisition and language transfer, all explained in the theoretical concepts section. The material for this contrastive analysis was collected from a gymnasium in the south of Sweden. A total number of eighteen essays were collected and examined, with a total number of 235 interference errors, with prepositions being the largest number, and 735 non-interference errors, with spelling topping with 305 errors. In conclusion, the investigation showed some interference errors, but also highlighted the non-interference errors of the students’ essays. Finally, the study present examples for future research in the field, as well as examples of how teachers can work with their students to prevent first language interference errors and make their students aware of the influence their mother tongue have when learning a second, or third, language.

台湾の「外籍」の配偶者との国際結婚の現状と実態を把握するため、さまざまな研究課題を設定し、多くの「外籍」の配偶者へのインタビューを行う質的調査、および多くの台湾人を調査対象者にする量的調査を実施し、より客観的な現状と実態を明らかにした。さらに、現在の台湾社会で大きな注目を浴びている、「外籍」の母親の母語や文化の継承や母語学習などのさまざまな問題を明らかにした。 / 博士(教育文化学) / Doctor of Philosophy in Education and Culture / 同志社大学 / Doshisha University

The thesis deals with the topic of education of pupils with hearing impairment and a different mother tongue. The first part of the thesis contains basic theoretical background. It describes the issue of hearing impairment, the comprehensive rehabilitation of people with hearing impairment including its individual components, schools educating pupils with hearing impairment and the individual communication approaches used in the education of these pupils. The possibilities of educating and supporting pupils with a different mother tongue and pupils who have a different mother tongue and a hearing impairment are outlined. The theoretical part focuses on the support that is provided to the families of such pupils and to the educational staff working in this area. The practical part aims to describe and analyse the education and other support that is provided to pupils with a hearing impairment and a different mother tongue educated in a primary school for pupils with a hearing impairment. A qualitative research design is chosen to achieve the main research aim. Based on this aim, the sub-objectives and the research questions arising from them are set out. Furthermore, the research methodology, research sample and research site are characterized, followed by a description of the research process....

The use of the mother tongue (MT) as a medium of instruction in schools is still a problematic subject of debate in South Africa and the continent at large. In most African countries, English remains the medium of instruction (MoI). This structured research sought to highlight the pros and cons of using mother tongue instruction in schools, specifically Northern Sotho, which is spoken by one of the ethnic groups in South Africa. Currently, in South Africa, children receive mother tongue education from grade one to three. In this study, the researcher argues that mother tongue should be used from grade one to twelve. For this study, the researcher relied on extant literature on mother tongue education. The concept of Cognitive Academic Language Proficiency (CALP) by Cummins (2001) was used to guide this study. The argument for mother tongue education is premised on the fact that it is crucial for the success and progress of children at school. As an example, studies have shown that children who are taught in their mother tongue such as Afrikaans and English, which remain the defacto mediums of instruction in the schools in South Africa, and French, German, Mandarin, etc. in other countries, excel in school and understand subjects such as Maths and Science better. / Ngangišano ya tšhomišo ya polelo ya gae bjalo ka polelo yeo e šomišwago go ruta dikolong e sa le taba ye bothata dinageng tše ntši le mo Afrika Borwa. Dikolong tše ntši mo dinageng tše, Seisemane ke leleme leo le sa šomišwago bjalo ka leleme la go ruta. Tlhamo ya nyakišišo ye e nyaka go gateletša bohlokwa bja go šomiša polelo ya gae bjalo ka polelo yeo e ka šomišwago dikolong, kudukudu Northern Sotho yeo e bolelwago ke ye nngwe ya dihlopha tša MaAfrika Borwa. Gonabjale mo Afrika Borwa, bana ba rutwa ka leleme la gae go tloga go mphato wa 1-3. Mo thutong ye, monyakišiši o nganga gore polelo ya gae e swanetše go šomišwa go tloga go mphato wa pele go fihlela go wa masomepedi. Thutong ye, monyakišiši o ipotile ka dingwalo tšeo di ngwadilwego ka ga thuto ya polelo ya gae. Kakanyo ya “Cognitive Academic Language Proficiency (CALP)” yeo e tlilego ka Cummins (2001) e tla šomišwa go tlhahla thuto ye. Ngangišano ka ga thuto ya leleme la gae e theilwe godimo ga nnete ya gore le bohlokwa kudukudu go katlego le tšwelopele ya bana sekolong. Bjalo ka mohlala, dithuto di bontšhitše gore bana bao ba rutwago ka leleme la gae bjalo ka leleme la SeAfrikaanse le Seisemane, ao e sa lego maleme a thuto dikolong mo Afrika Borwa, SeForentšhe, Sejeremane, SeMandarini bjalobjalo kua dinageng tše dingwe, ba dira mošomo wo mobotse sekolong gomme ba kwešiša dithuto tša go swana le Thutadipalo le Saense bokaone. / African Languages / M.A. (African Languages)