Thesis (Ph. D.)--University of Toronto, 2005.

Thesis (M. Ed.)--University of Hong Kong, 1984. / Includes bibliographical references (leaf 127-129).

Thesis (M.A.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 56-62).

Thesis (M.A.)--University of Hong Kong, 1999. / Includes bibliographical references (leaves 56-62). Also available in print.

Thesis (M.Ed.)--University of Hong Kong, 1984. / Includes bibliographical references (leaf 127-129). Also available in print.

Submitted in partial fulfillment for the requirements of the Degree of Master of Arts in the Department of Linguistics in the Faculty of Arts at the University of Zululand, 2005. / In 1994 South Africa gained democracy. A new dispensation had to emerge in almost all spheres of life. The constitution that was drawn does not only guarantee, but also promotes and celebrates a South African linguistic diversity - a different approach of the apartheid years. Every educational institution in the country is expected to be engaged in rethinking policy on all aspects of learning. It is, therefore, proper to consider possibilities for and the limitations of language learning in South African schools. The main aim of this research was to look at the role the indigenous languages may play in early education and that of English as a complementary language, along with other languages in public life in South Africa. School governing bodies (SGBs) were and still are expected to know the pedagogical implications of language learning and acquisition, that is; if children are denied their first language during their formative early years and are not yet fluent enough in their home language, their second language learning and acquisition is bound to suffer and that in the long run thus rendering their cognitive development irretrievably inhibited. The development of these children's additional language/s becomes hampered and negatively affected. For young linguistically developing children the language taught and the language used daily or at home must be the same for a number of years until a firm grounding in the first language is achieved. It is after this firm grounding then that a gradual introduction of another language should take place. Since South Africa belongs to a wider family, the global technological world; it needs to accept the hegemony and usefulness of English as an international language. Access to English has to be facilitated for all learners in this country. Mastery of English in particular or any other additional language in general depends on a firm mastery of one's home language. It is therefore quite disturbing to witness that the majority of school governing bodies (SGBs) are not informed about this responsibility of ensuring that their children learn in the language that has a potential for their cognitive development. In practice very few schools have taken this language responsibility seriously. In fact one doubts whether school governing bodies (SGBs) know of this responsibility. Languages taught and learnt currently were taught and learnt during the apartheid years. This is due to the fact that the majority of schools do not have an informed democratic language policy. The findings * of the present investigation present a number of recommendations and educational implications. The major findings include: 1. Awareness campaigns about the sensitive issue of languages to be embarked upon by the state and all its departments led by the Department of Education both nationally and provincially. 2. In all schools, learners should have access to, and be required to learn, at least a minimum of three (major) languages as subjects and/or as languages of learning. One of these languages should be an African language used in that particular province (e.g. IsiZulu in KwaZulu-Natal). 3. Languages chosen by the schools to reflect the language spoken by the institutional community (staff and learners) as well as the broader community within which the institution is located. 4. Curriculum designers to seriously consider improving both the content and the methodologies of teaching languages, particularly the indigenous languages, which still suffer from marginalisation. 5. The state to provide and allocate resources to ensure the equal development of all the (major) languages of South Africa. 6. No learner to be refused admission on the basis of a lack of language proficiency. 7. Schools to draw and publicise their language polices for everyone to see in their respective premises. 8. Cultural groups, institutions of higher learning as well as non¬governmental organisations, with diversity in mind, should pursue, promote, market and uplift all major South African languages to a level where even foreign countries are interested in studying these languages. These are the crucial recommendations the present investigation came up with. It is hoped that these recommendations would go a long way in ensuring a smooth transition of our learners from their home languages to additional languages, particularly English. The adherence to these recommendations may also help the majority of South African citizens to participate fully in their society and their economy through equitable and meaningful access to education. This study concludes by stating that the primacy of the mother-tongue in early education is a base for language transfer and hence, successful education in higher education. The mastery of English in particular or any other additional language in general, depends on a firm mastery of one's home language.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / English Studies / Master / Master of Arts

The goal of the study is to examine how five preschool teachers were working with children's language development, both in their native language and in the Swedish language. The study will also examine how preschool teachers can perform their work in this area with the same quality no matter what level of knowledge they have of the different languages they encounter in their work. The study is a qualitative study and is based on the empirical of the interviews and observations of five preschool teachers in three preschools in Stockholm, Sweden. The analysis is divided into three themes; The significance of conversation, Communication with several ways of expressions and Individual way of working. In these themes we have described the different ways of work ing with language development that we encountered. The results of the study show that there are many ways, with similarities and differences, to work with children's language development. The results of the study also show that whatever knowledge the preschool teachers had in the different languages, they found ways to teach the children their language, both the Swedish language and their native language. The results also indicate that the size of the group of children could affect how the preschool teachers worked with language development.

Submitted in part fulfilment of the requirements for the degree Masters in Educational Psychology At the: University of Witwatersrand, Johannesburg / South Africa is a multicultural and multilingual country. The majority of learners (90%) speak a mother tongue that is not English. The language of instruction is however English. English has become the dominant language in education, commerce and industry and therefore proficiency in the language is imperative. In order to help learners learn more efficiently, and to inform education policy making, an exploration of what language learning strategies learners from divergent mother tongue backgrounds employ, is beneficial. This study was conducted in a high school, in a township area of Gauteng, South Africa in order to investigate whether there is a relationship between the mother tongue of South African high school learners and English second language learning strategies employed by these learners. The sample consisted of 107 Grade 8-Grade 12 participants who were receiving instruction in English, with their mother tongue specified as one of the 9 African languages. Learners were asked to complete a 50 item questionnaire, as well as a demographical information form. The results showed that although there was no significant relationship between mother tongue and English second language learning strategies used by high school learners, other variables such as number of years of English language instruction and age were significant variables that influenced choice of English language learning strategy use. It was also found that metacognitive strategies were the most commonly used English language learning strategies. Research on the relationship between mother tongue and language learning strategy use is imperative given the significant number of learners that would benefit from this research and subsequent interventions implemented. / AC2018