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The Global ETD Search service is a free service for researchers
to find electronic theses and dissertations. This service is
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Networked Digital Library of Theses and Dissertations.
Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
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Showing 391 to 400 of 404 (0.032 seconds)| 391 |
Strategies for Teaching and Maintaining Chinese as Heritage Language for Chinese Children in Sweden : An investigation for identifying strategies that Chinese parents use helping their children learn and maintain their heritage languageWanner, Bertil January 2023 (has links)
Chinese as a heritage language is one of the fastest lost languages in the world. In fact, in most Chinese families that have left China, the heritage language is lost by the second generation. When people move from their homeland to a place where the primary language is different from their home language, one issue becomes whether their heritage language can be retained. The situation in Sweden is quite different from that in English-speaking countries when it comes to maintaining Chinese as a heritage language. Most Chinese moving to Sweden have no prior exposure to the Swedish language. The purpose of this study is to find out which strategies Chinese parents use to help their children learn and maintain proficiency in the Chinese language. It also investigates the progress made using these strategies. A qualitative research approach was taken and semi-structured interviews of the children’s mothers were performed. Some of the children in the study were born in China and some were born in Sweden. During these interviews, a number of strategies were identified that parents use to help their children learn and maintain the heritage language. These included, for instance, mother tongue education, watching Chinese TV and films, parents giving their children encouraging comments, and associating with other Chinese families. Some families recommended strategies that they felt would be beneficial for others, like delaying the start of daycare. According to this study, the effects from, for example, mother tongue education and encouraging comments, should have implications on how educators shape their programs, and the way they engage the parents in their children’s language training. When analyzing the various strategies and their effects on the children in the study, it became apparent that the younger sibling always shows a lower level of Chinese proficiency compared to the older sibling. This phenomenon is herein called the younger sibling syndrome. / 汉语作为承袭语言是世界上消失速度最快的语言之一。事实上，在大多数离开中国的华人家庭中，承袭语言基本上到第二代就已被遗失。当人们从他们的祖国迁移到一个主要语言与他们的母语不同的地方时，就要面对如何保留自己母语的问题。在瑞典，汉语作为承袭语言在被传承方面的情况与英语国家截然不同。大多数移居瑞典的中国人早期很少接触过瑞典语。本论文的目的是找出生活在瑞典的中国父母使用哪些策略来帮助他们的孩子学习和维持他们的中文以及使用这些策略所取得的效果。本论文采取了质量研究方法，对孩子的母亲进行了半结构化访谈。研究中的一些孩子出生在中国，一些孩子出生在瑞典。在这些访谈中，笔者归纳出了一些父母用来帮助孩子学习和保持传统语言的策略。它们包括：母语教育、观看中文电视和电影、父母给孩子鼓励性的评价，以及与其他中国家庭的交往等等。一些家庭推荐了他们认为对其他人有益的策略，比如推迟开始幼儿园的时间。根据这项研究，例如母语教育和鼓励性评价的影响，会对教育者如何制定他们的教育计划，以及他们让父母参与孩子的语言培训的方式产生影响。在分析各种策略及其对研究中儿童的影响时，很明显，与哥哥姐姐相比，弟弟妹妹的中文水平总是较低。这种现象在本文中被称为幼弟妹综合症。
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Jag uppfinner en plats i dikten där vi kan vara tillsammans : En litterär studie i förlusten av ett modersmål / In the poem, composing a room where we can be together : A literary study in the bereavement of a mother tongueTagaro Andersson, Anna January 2018 (has links)
The objective of this thesis is to examine how the bereavement of a mother tongue in various ways affects a person and how literature discusses this experience. How does literature reflect it and is it possible to identify any specific and recurring themes? Are there any similarities between the experience of migration and the experience of colonialism? What purpose does writing serve in this and how to describe the impact of language? Hopefully this thesis will contribute to a better understanding of the situation for newly arrived people and for persons living in Sweden with Swedish as a second language. The thesis has a postcolonial perspective as the focus is fiction dealing with a relocation from east to west. Earlier research and writings that has inspired is in particular the works by the two postcolonial theorists Franz Fanon and Sara Ahmed. The main source material for the study is literary works, e.g. the works of Jila Mossaed, Theodor Kallifatides, Athena Farrokhzad, Burcu Sahin and Yoko Tawada. The thesis is intentionally written in the form of an essay, suggesting the power of language and storytelling. The main objective of the thesis is to describe, rather than to arrive at a conclusion. One main focus is the author’s personal relation to the subject and to the Philippines and its colonial past. The literary works addressed in this study suggests that literature dealing with migration and language bereavement mainly focuses on a discussion about the relation between the native tongue and the new language, the relation between the metaphysical body and the new geographical location, about feelings of speechlessness and alienation that becomes physical. All these concurrent themes can be used as tools to define an experience that in many aspects is inconceivable. The thesis also identifies similarities between colonialism and migration, as both raise the question of inherit right to a place and a lifelong search for a place to call home. In this effort, writing is important and may function as an emancipatory lever to create new places.
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Developing a Rubric-Based Digital Formative Assessment Tool for Written Translanguaging Development with a Timesaving Approach / Utveckling av ett rubrikbaserat digitalt formativt bedömningsverktyg för skriftlig transspråkande-utveckling med ett tidsbesparande tillvägagångssätAhlström, Natasha January 2024 (has links)
Teachers have demanding jobs in often stressful, high-paced work environments with heavy workloads. This has been shown to have negative consequences on health and job retention. This study aimed to ease the burden teachers experience in at least one area of their jobs – formative assessments. This was done by developing a timesaving design framework based on the insights gained from language teachers’ formative assessment practices which center on translanguaging, or strategic principles for using multilingualism in teaching. The framework, grounded in researched UX and UI design principles that reduce cognitive load, was used to create a rubric-based digital formative assessment (DFA) translanguaging tool prototype that was then tested for its impact on teacher workload. The results indicated that the developed DFA tool had the potential to reduce teacher workload with relatively high user satisfaction. One of the most significant findings from the study was that the learnability design principle had the greatest impact on the timesaving design framework. Further findings show that the DFA tool may be most effective if used in conjunction with other more traditional formative assessment processes. This study benefits teachers who use or want to use DFA tools, but mostly developers and designers who want to create more efficient systems using timesaving design principles. This study’s contribution is a timesaving design framework, which can be used to design and build DFA tools for translanguaging learning development.
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Barriers in acquiring basic english reading and spelling skills by Zulu-speaking foundation phase learnersMahabeer, Sandhya D. 11 1900 (has links)
This study focuses on the barriers that hinder the Zulu-speaking English second language learner in the Foundation Phase in acquiring basic reading and spelling skills. Nine hypotheses were developed from the literature study. Emanating from this, a quantitative empirical investigation, undertaken at various Foundation Phase schools in and around the greater Durban area, examined these barriers. A questionnaire was used as the main instrument in investigating these barriers.
The study highlighted the relationships between the various variables. These relationships were, in the main, found significant. The research has indicated that contextual, language, school and intrinsic factors are significantly correlated to the problems L2 learners experience in acquiring English reading and spelling skills. The limitations of this investigation were discussed and recommendations, based on these results, were forwarded. / Educational Studies / M. Ed. (Guidance & Counselling)
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A historical review of the assessment of English Home Language at senior secondary school level in KwaZulu-NatalBlumfield, Brian Alfred 30 June 2008 (has links)
The National Curriculum Statement (NCS) heralds the beginning of a new curriculum for Grades 10 to
12 in South Africa. Underpinned by the South African Constitution, and based on the tenets of
Outcomes-based Education, the NCS seeks to provide contextually-relevant education for all South
African learners, so that they are able to embrace inevitable change. Although the NCS highlights the
importance of assessment, an analysis of the English Home Language (EHL) NCS reveals tensions
between policy and practice. This study attempts to contextualise the role of relevant assessment for the
21st century. It then proceeds to engage in a historical evaluation of assessment within the NSC in terms
of how assessment was conducted in the former Natal Education Department, a liberal education
department within former apartheid South Africa. The conclusions drawn from the evaluation are used
to provide recommendations to relieve the tensions identified within the EHL NSC. / Educational Studies / M.Ed.
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A historical review of the assessment of English Home Language at senior secondary school level in KwaZulu-NatalBlumfield, Brian Alfred 30 June 2008 (has links)
The National Curriculum Statement (NCS) heralds the beginning of a new curriculum for Grades 10 to
12 in South Africa. Underpinned by the South African Constitution, and based on the tenets of
Outcomes-based Education, the NCS seeks to provide contextually-relevant education for all South
African learners, so that they are able to embrace inevitable change. Although the NCS highlights the
importance of assessment, an analysis of the English Home Language (EHL) NCS reveals tensions
between policy and practice. This study attempts to contextualise the role of relevant assessment for the
21st century. It then proceeds to engage in a historical evaluation of assessment within the NSC in terms
of how assessment was conducted in the former Natal Education Department, a liberal education
department within former apartheid South Africa. The conclusions drawn from the evaluation are used
to provide recommendations to relieve the tensions identified within the EHL NSC. / Educational Studies / M.Ed.
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Barriers in acquiring basic english reading and spelling skills by Zulu-speaking foundation phase learnersMahabeer, Sandhya D. 11 1900 (has links)
This study focuses on the barriers that hinder the Zulu-speaking English second language learner in the Foundation Phase in acquiring basic reading and spelling skills. Nine hypotheses were developed from the literature study. Emanating from this, a quantitative empirical investigation, undertaken at various Foundation Phase schools in and around the greater Durban area, examined these barriers. A questionnaire was used as the main instrument in investigating these barriers.
The study highlighted the relationships between the various variables. These relationships were, in the main, found significant. The research has indicated that contextual, language, school and intrinsic factors are significantly correlated to the problems L2 learners experience in acquiring English reading and spelling skills. The limitations of this investigation were discussed and recommendations, based on these results, were forwarded. / Educational Studies / M. Ed. (Guidance & Counselling)
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Challenges in teaching IsiXhosa home language in rural Eastern Cape secondary schoolsKafu, Hazel Bukiwe 30 September 2020 (has links)
The purpose of this study was to investigate the challenges in teaching IsiXhosa home language in rural secondary schools. Learners from Grades 8 to 12 perform poorly in IsiXhosa grammar, essay writing, literature and oral work. The researcher sampled 40 learners from each of two senior secondary schools, eight parents and eight IsiXhosa subject specialists (two district based and six school based) to take part in the research. Data for this study were collected during cluster moderations in one of the secondary schools by using document analysis, interviews and questionnaires.
Qualitative and quantitative methods were used by the researcher to analyse IsiXhosa results from Grade 8 to Grade 12. Analysis of documents such as mark schedules and marks for formal and informal tasks gave evidence that learners perform poorly in grammar, literature, oral work and essay writing. Scarcity or non-availability of distinctions (levels 6 and 7) in Grade 12 final exams as well as in Grades 8 to 11 proves that the language demands special attention for its teaching and learning in the secondary classroom situation; the conclusions were therefore drawn and recommendations made. / Curriculum and Instructional Studies / D. Ed. (Curriculum Design and Development)
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A child’s right to a basic education: a comparative studyChürr, Chrizell 04 February 2013 (has links)
Education is since the inception of the world regarded as the formal process by which
society conveys its accumulated knowledge, skills, customs and values from one generation to another. Today, education is a human right and the right to education and specifically the right to (a) basic education is acknowledged and emphasised worldwide.
In South Africa, the right to a basic education is entrenched in the Constitution and is
regarded as one of the most crucial constitutional rights, particularly because it promotes economical and social well-being. The protection of a child’s right to a basic education in terms of the South African Constitution together with the most important
international instruments pertaining to education will be extensively discussed and the
most important similarities and differences between, and challenges in the legal systems of South Africa, New Zealand and Namibia regarding a child’s right to (a) basic
education will be addressed with due consideration of factors such as early childhood
development and education, mother tongue education and HIV/AIDS which may affect a child’s right to (a) basic education. It is submitted that the success of any country, whether it is social, financial or economic success, depends on how its citizens are educated. Moreover, a good education system is crucial, not only for ensuring that its
populace are well educated, but also for optimal human development and for the maintenance and preservation of socially responsive economic and political systems.
Education is a life-long process and in order to give effect to the right to (a) basic
education, the adoption and implementation of the recommendations made throughout
this study are proposed. / Private Law / LL.D.
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Specifika češtiny ruských studentů (se zaměřením na vybrané fonetické a morfosyntaktické jevy) / Characteristics of the Czech language of Russian students(with a focus on selected phonetic and morphosyntactic phenomena)Ramasheuskaya, Katsiaryna January 2015 (has links)
Language adaptation of foreigners is always accompanied by a number of problems connected to the acquisition and the use of the language which becomes the primary communicative tool in the new environment. Ignoring and underestimating these problems typical of a particular language community can result in a failure to master the target language and consequently in the unsuccessful integration in the new society. This thesis is aimed at specific problems in the area of morphosyntax and phonetics, characteristic of Russian-speaking students of Czech. At the same time, it warns about the danger of overestimating positive transfer from Russian and emphasizes the necessity of using special didactic approach in teaching this group of foreign-language speakers. The analysis of the chosen language phenomena is based on the data from the Database of the voice recordings of spoken Czech by native speakers of Russian and the Database of language mistakes in Czech made by speakers whose native language is another Slavic language, which were created, among others, for the purpose of this thesis. The attention is specifically focused on the use of the reflexive se/si, forms of the auxiliary verb to be in the past tense, short forms of personal pronouns in spoken and written production of Russian-speaking...
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