Global ETD Search

1	Flerspråkighet i undervisningen : En studie om hur elever i årskurs 5 använder sina språk som ett redskap för förståelse / Multilingualism in teaching : A study of how pupils in grade 5 use their languages as a tool for understanding Sjölund, Sofia January 2017 (has links) The aim of the study is to investigate how multilingualism can be expressed in a classroom. With the aid of a qualitative approach applying the sociocultural perspective and with translanguaging as a theoretical framework, a fifth-grade class has been observed during three lessons in Swedish and mathematics. The class teacher was also asked to answer questions by email about how the pupils’ multilingualism was manifested in the classroom. The result shows that the teacher promotes the pupils’ opportunities for developing knowledge, language and identity by letting them translate words and summaries of texts from Swedish into their mother tongue. The pupils are helped by being allowed to use their multilingualism since they can help each other with words they do not understand and can carry on conversations with each other with no linguistic obstacles. By working in language groups, the pupils are allowed to converse with each other by switching between their languages and thereby creating further conditions for accomplishing the tasks with which they are presented. Bilingualism translanguaging compulsory school multilingual teaching translation scaffolding. Tvåspråkighet translanguaging grundskola flerspråkig undervisning översättning stöttning Pedagogical Work Pedagogiskt arbete Educational Sciences Utbildningsvetenskap Specific Languages Studier av enskilda språk
2	The role of INSET in promoting multilingualism in Western Cape schools : a case study Bam, Nicola Rose-Anne 11 1900 (has links) The promotion of multilingualism is one of the aims of the new language-in-education policy. It is a phenomenon which is reflective of our multilingual society. However, the means by which it is being promoted at school level needs to be investigated in light of the additive bilingualism model that has been stipulated in the language-in education policy. This dissertation focuses on a school in the Western Cape which offers many languages and is trying to meet the needs of its learners. The way in which multilingualism is experienced in the classrooms is observed from the learners, teachers and parents' perspectives in the hope of describing how it takes place in a secondary school setting. The ways in which teachers can promote multilingualism in the classroom are suggested by offering practical multilingual strategies for teaching and learning. The role of INSET in promoting multilingualism is also discussed. / Educational Leadership and Management / M. Ed. (Educational Management) Multilingual teaching INSET Secondary schools Strategies Language policy Multilingualism Promotion 370.715096873 Education
3	The role of INSET in promoting multilingualism in Western Cape schools : a case study Bam, Nicola Rose-Anne 11 1900 (has links) The promotion of multilingualism is one of the aims of the new language-in-education policy. It is a phenomenon which is reflective of our multilingual society. However, the means by which it is being promoted at school level needs to be investigated in light of the additive bilingualism model that has been stipulated in the language-in education policy. This dissertation focuses on a school in the Western Cape which offers many languages and is trying to meet the needs of its learners. The way in which multilingualism is experienced in the classrooms is observed from the learners, teachers and parents' perspectives in the hope of describing how it takes place in a secondary school setting. The ways in which teachers can promote multilingualism in the classroom are suggested by offering practical multilingual strategies for teaching and learning. The role of INSET in promoting multilingualism is also discussed. / Educational Leadership and Management / M. Ed. (Educational Management) Multilingual teaching INSET Secondary schools Strategies Language policy Multilingualism Promotion 370.715096873 Education
4	Language proficiency and reading ability as predictors of academic performance of Grade 7 English second language students in submersion contexts / Language proficiency and reading ability as predictors of academic performance of Grade seven English second language students in submersion contexts Lendrum, Julie-Ann 11 1900 (has links) In South Africa learners do not achieve as well as their international counterparts on tests of literacy, and language proficiency is often blamed for their poor academic performance. In this study, the relationship between English language proficiency, reading ability and the academic performance of Grade 7 students in submersion contexts was investigated using quantitative methods. The participants of the study were Grade 7 students based in a former Model C school in the South African city of Johannesburg. Their English language proficiency and reading ability were measured by means of The Proficiency test English Second Language: Intermediate level and the Neale Analysis of Reading Ability tests respectively. The students’ performance on these tests was correlated with the students’ average summative assessment results using the Pearson-product moment correlation. Results showed that both English language proficiency and reading ability were significantly correlated with academic performance, with language proficiency having the most robust correlation. These findings indicate that teachers should aim at improving language proficiency by using multilingual teaching strategies that support home language as a cognitive tool. / English Studies / M.A. (TESOL) English Second Language students Academic performance English language proficiency English reading ability Submersion contexts Primary school learners Content and language integrated learning Bilingualism Multilingualism Linguistic interdependence Bilingual teaching Multilingual teaching 372.65210968 Academic achievement -- South Africa
5	Language proficiency and reading ability as predictors of academic performance of Grade 7 English second language students in submersion contexts / Language proficiency and reading ability as predictors of academic performance of Grade seven English second language students in submersion contexts Lendrum, Julie-Ann 11 1900 (has links) In South Africa learners do not achieve as well as their international counterparts on tests of literacy, and language proficiency is often blamed for their poor academic performance. In this study, the relationship between English language proficiency, reading ability and the academic performance of Grade 7 students in submersion contexts was investigated using quantitative methods. The participants of the study were Grade 7 students based in a former Model C school in the South African city of Johannesburg. Their English language proficiency and reading ability were measured by means of The Proficiency test English Second Language: Intermediate level and the Neale Analysis of Reading Ability tests respectively. The students’ performance on these tests was correlated with the students’ average summative assessment results using the Pearson-product moment correlation. Results showed that both English language proficiency and reading ability were significantly correlated with academic performance, with language proficiency having the most robust correlation. These findings indicate that teachers should aim at improving language proficiency by using multilingual teaching strategies that support home language as a cognitive tool. / English Studies / M. A. (TESOL) English Second Language students Academic performance English language proficiency English reading ability Submersion contexts Primary school learners Content and language integrated learning Bilingualism Multilingualism Linguistic interdependence Bilingual teaching Multilingual teaching 372.65210968 Academic achievement -- South Africa
6	Le dispositif intégré DNL en français/cours de FOS et de FOU dans les FUF bi-plurilingues pour la réussite des étudiants allophones / A framework integrating non-linguistic subject(s) (DNL) in French and French for Specific Purposes (FSP)/French for Academic Purposes (FAP) courses in bi-multilingual French-language University Courses for success of allophone students Bordo, Widiane 27 June 2016 (has links) La mondialisation économique et l'internationalisation des échanges ont engendré l'ouverture des frontières et la mobilité professionnelle. Par conséquent, de nouveaux besoins communicatifs émergent. En effet, les institutions, les organismes, les administrations et les entreprises recrutent, aujourd'hui, des professionnels capables de communiquer en plusieurs langues lors de leurs activités professionnelles. Pour répondre à cette demande, des établissements scolaires et universitaires ont mis en œuvre des dispositifs d'enseignement bi-plurilingue. La présente thèse s'intéresse aux Filières Universitaires Francophones (FUF) bi-plurilingues, et a pour objectif d'analyser le dispositif Discipline(s) Non Linguistique(s) (DNL)/cours de français, censé garantir la réussite universitaire et professionnelle des étudiants allophones. Ainsi, nous avons mené une enquête de terrain au sein d'une FUF d'économie en Egypte pour y étudier les pratiques linguistiques et didactiques. Notre recherche montre que l'intégration d'un cours de Français sur Objectif Universitaire (FOU) et de Français sur Objectif Spécifique (FOS) dans le programme de formation des FUF vise la réussite des étudiants. Par ailleurs, les résultats de notre investigation nous ont conduite à élaborer différents outils permettant aux enseignants de français d'élaborer plus facilement des cours de FOS/FOU. Il s'agit précisément de la conception d'un référentiel de compétences langagières, d'un programme de formation de FOS/FOU et d'activités pédagogiques. / The economic globalization and internationalization of exchanges led to the opening of borders and professional mobility. As a result, new communication needs are emerging. Indeed, institutions, organizations, administrations and enterprises are nowadays recruiting professionals who can communicate in different languages during their workplace activities. To meet this demand, schools and universities have implemented bi-multilingual teaching. This thesis focuses on bi-multilingual French-language University Courses (FUF) and aims to analyze the framework including non-linguistic subject(s) (DNL) in French and French courses, which is intended to ensure the academic and professional success of allophone students. Thus, we conducted a field survey within the Economics courses of a FUF in Egypt so as to study the linguistic and teaching practices. Our research shows that the integration of French for Specific Purposes (FSP) and French for Academic Purposes (FAP) courses in the FUF’s academic program aims at student achievement. Furthermore, the results of our investigation led us to develop different tools which will enable French teachers to create FSP/FAP courses more easily. More specifically, it is the construction of a competency framework, the design of a training program and educational activities. FUF Bi-plurilingue Enseignement bi-plurilingue DNL en français Étudiants allophones FOU FOS Démarche FOS Besoins Difficultés Attentes Analyse de discours Discours spécialisé Dérives du FOS Contraintes Référentiel de compétences Programme de formation Exploitation pédagogique Tâche Approche actionnelle French-language University Courses Bi-multilingual Bi-multilingual teaching Non-linguistic subjects in French Allophone students FAP FSP FSP approach Needs Difficulties Expectations Discourse analysis Specialized discourse FSP drifts Constraints Competency framework Training program Educational use Task Action-oriented approach

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