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.

published_or_final_version / Education / Master / Master of Education

published_or_final_version / English Studies / Master / Master of Arts

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

Submitted in part fulfilment of the requirements for the degree Masters in Educational Psychology At the: University of Witwatersrand, Johannesburg January 2016 / 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

Sweden's changing demographics, due to recent migrations in the last fifty years, have affected the Swedish educational system and Sweden's language policy. Funding for special education in Sweden regarding its minority populations is on the decline. Previous forced linguistic assimilation has occurred in Sweden among the Finnish population to the proven detriment of Finnish children. Today, Sweden faces similar value assessments regarding its immigrant language programs, bilingual education, and immigrant rights. The theoretical framework behind a "new" form of preschool education being implemented within Sweden will be explored. As the children in the Botkyrka sprakforskola undergo an immersion foreign language program, they are denied access to bilingual education. The sprakforskola's strategy, to assimilate the children into Swedish society through language training, is met with resistance among individual children, stemming from certain cultural groups, who actively determine their own language shift or language maintenance. Final recommendations in the conclusion stress the valuing of individual and cultural choice. / Graduation date: 2001

Thesis (Ph. D.)--University of Texas at Austin, 2003. / Vita. Includes bibliographical references. Available also from UMI Company.