published_or_final_version / abstract / toc / Education / Master / Master of Education

The role of the lexicon has been ignored or minimized in most work on computational stylistics. This research is an effort to fill that gap, demonstrating the key role that the lexicon plays in stylistic variation. In doing so, I bring together a number of diverse perspectives, including aesthetic, functional, and sociological aspects of style. The first major contribution of the thesis is the creation of aesthetic stylistic lexical resources from large mixed-register corpora, adapting statistical techniques from approaches to topic and sentiment analysis. A key novelty of the work is that I consider multiple correlated styles in a single model. Next, I consider a variety of tasks that are relevant to style, in particular tasks relevant to genre and demographic variables, showing that the use of lexical resources compares well to more traditional approaches, in some cases offering information that is simply not available to a system based on surface features. Finally, I focus in on a single stylistic task, Native Language Identification (NLI), offering a novel method for deriving lexical information from native language texts, and using a cross-corpus supervised approach to show definitively that lexical features are key to high performance on this task.

The role of the lexicon has been ignored or minimized in most work on computational stylistics. This research is an effort to fill that gap, demonstrating the key role that the lexicon plays in stylistic variation. In doing so, I bring together a number of diverse perspectives, including aesthetic, functional, and sociological aspects of style. The first major contribution of the thesis is the creation of aesthetic stylistic lexical resources from large mixed-register corpora, adapting statistical techniques from approaches to topic and sentiment analysis. A key novelty of the work is that I consider multiple correlated styles in a single model. Next, I consider a variety of tasks that are relevant to style, in particular tasks relevant to genre and demographic variables, showing that the use of lexical resources compares well to more traditional approaches, in some cases offering information that is simply not available to a system based on surface features. Finally, I focus in on a single stylistic task, Native Language Identification (NLI), offering a novel method for deriving lexical information from native language texts, and using a cross-corpus supervised approach to show definitively that lexical features are key to high performance on this task.

In the Lesotho primary education system, the language policy states that the mother tongue (Sesotho) should be used up to Standard Three (this is the third year of schooling in Lesotho) as the medium of instruction. English is prescribed as the medium of instruction from Standard Four upwards. This sudden change presents enormous challenges for teachers, especially in Standard Four. The purpose of my study was to investigate Standard Four teachers’ curriculum development experiences of the transition from the mother tongue to English as medium of instruction. The study also sought to understand how teachers plan and teach at this level. This was a qualitative interpretive study that adopted a case study methodology. Participants were purposively selected. They were three Sesotho-speaking Standard Four teachers in three different urban schools. In addressing the research questions, data was generated through qualitative methods such as semi-structured teachers’ interviews, classroom observations, document analysis and a personal reflective journal. Data was analyzed and interpreted through an open coding process. The findings revealed that these teachers experienced several challenges in the use of English as the medium of instruction. Teachers were faced with three key issues that they had to deal with, namely, overcoming their own perceptions of their competence in English, their low sense of self efficacy with regard to teaching at this transition class, and the difficulty with teaching pupils in a second language before these pupils had gained proficiency in their mother tongue. Teachers regularly employed codeswitching as a strategy to make meaning in their classrooms. The study recommends pre- and in-service teacher professional development, and a review of the Lesotho language policy in the primary school. / Thesis (M.Ed.)-University of KwaZulu-Natal, Durban, 2008.

Thesis (M.A.)--Dept. of Linguistics and Applied Linguistics, University of Melbourne, 2000. / Typescript. Includes bibliographical references (leaves 106-122) and appendices.

Thesis (M.A.) - Simon Fraser University, 2005. / Theses (Faculty of Education) / Simon Fraser University.

Thesis (Ed.D.)--Boston University, 2005. / Major Professor: Catherine O'Connor. Includes bibliographical references (p. 241-249)

Abstract The aim of the study was to examine how preschool teachers from two different municipalities are working with native language support. The method used in this study was a questionnaire survey were 58 preschool teachers participated. It has been shown in a study made in the USA by Galeano (2011) that families from other countries lose their native language faster during recent years than they did before, this may be because families let the English language dominate in the home instead of using their native language. When children start school they are offered mother tongue education, but often it’s not of much use since the students already have a basic speech in English (Galeano, 2011). A study conducted in schools in England showed that mother tongue education is deficient when students get questions on their native language but they choose to answer the teachers in English instead. This is one of the reasons how students lose the ability to speak their mother tongue but they still have the ability to understand what is being said (Cable, Drury & Robertson, 2014). This study shows that many of the preschool teachers that were questioned in the study did not have enough experience when it comes to working with native language support. The preschool teachers felt that they didn’t have good enough guidance to how the work with native language support should proceed in the best way. They couldn’t bring up the issues of language support with parents or answer their questions without double checking with the preschool heads or principals. Most of the preschool teachers know the importance of language support as it makes it easier for kids to become part of the preschool group and that they easier learn Swedish as a second language. Many preschool teachers had to take own initiatives to give children support in their native language, this because many preschools do not have access to mother tongue teachers or interpreter. / Abstrakt Syftet med studien är att se hur förskollärare från två olika kommuner arbetar med modersmålsstöd Undersökningsmetoden som användes var en enkätundersökning där 58 förskollärare deltog. Det har visat sig i studier bland annat i USA att familjer med andra ursprungsland förlorar sitt modersmål snabbare i dagsläget än de gjorde förr då familjerna låter det engelska språket dominera i hemmet istället för att använda sig av modersmålet. När barnen kom upp i skolåldern så erbjöds de modersmålsundervisning men ofta så räcker inte modersmålsundervisning till i skolan då eleverna redan har ett grundläggande tal i till exempel engelska (Galeano, 2011). En studie som gjordes i skolorna i England visade att modersmålsundervisningen är bristfällig då eleverna får frågor på respektive modersmål men att de svarar läraren på engelska istället för modersmålet. Detta bidrar till att eleverna tappar förmågan att tala modersmålet men att de fortfarande har kvar förmågan att förstå vad som sägs (Cable, Drury & Robertson, 2014). I följande studie kände många av förskollärarna att de inte hade någon riktig rutin kring arbetet med modersmålsstöd och de saknade bra vägledning till hur arbetet skulle gå tillväga på bästa sätt, de kunde inte själva ta upp frågorna kring modersmålsstöd med föräldrarna utan var tvungna att samtala med förskolechefer eller rektorer innan de kunde besvara föräldrarnas frågor. Samtliga förskollärare visste att det är viktigt med modersmålsstöd då det underlättar för barnen att komma in i verksamheten samt att de lättare lärde sig svenska som andra språk. Många förskollärare tar egna initiativ till att ge barnen stöd i deras modersmål då många förskolor saknar tillgång till modersmålspedagog eller tolk.

This study investigates the possibilities of incorporating African languages in skills development and training in South Africa as part of functional multilingualism. This investigation is done in relation to the Skills Development Act (Act No.97 of 1998) promulgated by the South African government, through parliament in order to address skills shortage among workers in South Africa the majority of whom are black whose education and training needs can be more effectively addressed through mother-tongue instruction than through English or Afrikaans. A literature review of global trends in skills-development initiatives and strategies indicates that the use of indigenous languages in skills development ensures success in skills transference and also enhances language development and language promotion. Empirical research was done in the mining and minerals industry at Beatrix Gold Mine, Free State. / African Languages / M.A. (African Languages)

L'objectif de notre thèse, est de réaliser un état des lieux des pratiques et des conditions d'enseignement pour cerner les effets de l'enseignement sur l'acquisition de la langue et d'évaluer l'efficacité du système des écoles maternelles à Oman. La première partie de thèse a pour but de présenter une réflexion théorique concernant l'enseignement dans les écoles maternelles dans le monde et en particulier au sultanat d'Oman. La seconde partie est empirique et comprend deux études : la première est une enquête qui fait une analyse générale du système éducatif des écoles maternelles omanaises, en utilisant des questionnaires à destination des enseignantes (n=429), inspecteurs(n=34) et personnel administratif (n=100) dans 100 écoles maternelles en 10 régions du pays , la deuxième se compose d'observations des pratiques d'enseignement du langage dans les écoles maternelles omanaises. Des grilles d'observation ont été réalisées pour analyser les activités d'enseignement du langage (n= 50 classes dans 50 écoles en 6 régions). Les élèves (n=475) ont été évalués en langage par des pré et post-tests. Les résultats de l'enquête montrent que l'école maternelle omanaise accueille les enfants scolarisés dès l'âge de 3 ans et présentent des caractéristiques de construction et d'aménagement ainsi que d'un ratio élève/enseignant plutôt satisfaisant mais des points négatifs sont à relever. Les maternelles sont privées et payantes, ce qui ne facilite pas l'accès à l'éducation. Au sein des écoles, les associations de parents sont soit inexistantes, soit inactives, en lien peut-être avec un niveau culturel et éducatif bas des parents malgré leur niveau socio-économique élevé. Par ailleurs, il ressort deux langues (arabe et anglais) sont enseignées, suivant un guide du ministère de l'éducation, mais il n'y a pas de programme commun à toutes les écoles maternelles. La plupart des enseignantes ont un faible niveau de diplôme et manquent de formation. La grille d'observation fait apparaître dix types d'activités qui sont définies du point de vue de leur contenu par rapport à l'apprentissage du langage. La pratique des activités de langage passe la plupart du temps par l'enseignement magistral et se déroule dans un mode collectif. En outre, selon les résultats de pré et post-test, la variation de score constatée entre le pré et le post-test est plus forte pour les compétences de compréhension du langage mais existent également pour les compétences de conscience phonologique et de compétences lecture-écriture. Dans l'analyse multiniveau, la relation n'est pas la même entre le pré et le post-test dans toutes les écoles. Le prétest explique assez peu les variations inter-individuelles comme les variations inter-classes et qu'il y des différences entre les écoles et aussi entre les élèves. On n'observe pas d'influence des variables "genre et durée de scolarisation" et "caractéristiques des enseignantes" (qualification et expérience). Par contre, il y a un effet "région". le facteur influence du type d'interaction enseignant –élève, le mode de gestion de la classe (TM, TCM) est plus forte que celle de la méthode utilisée (implicite, explicite et magistrale), elle-même plus forte que le mode de déroulement (individuel et collectif). Notons que dans la méthode et le mode de gestion de classe, les valeurs afférentes aux activités de code sont meilleures que celles afférentes à celle de sens ce qui signifie que la méthode code est plus efficace que la méthode sens. Les variables qui sont ressorties comme efficaces pour l'apprentissage du langage : sens-implicite, code-TCM, sens-TCM et sens-collectif et le système préscolaire omanais gagnerait à leur prise en compte. En outre la formation continue récente a un effet significatif (l'efficacité des enseignantes est plus forte pour celles qui en ont bénéficié). / The objective of this thesis is to provide an inventory of practices and teaching conditions to identify the effects of education on language acquisition and to evaluate the effectiveness of the Omani system for kindergartners. the first part of the thesis presents a theoretical reflection on teaching in nursery schools in the world and particularly in Oman. The second part includes two empirical studies : the first is a survey made a general analysis of the education system for Omani kindergartens, using questionnaires to teachers (n = 429 ) , supervisors (n = 34) and administrative staff(n = 100 ) in 100 kindergartens in 10 regions of the country; the second consists of observations of language teaching practices in Omani kindergartens. Observation grids were carried out to analyze the language-teaching activities (n = 50 classes in 50 schools in 6 regions). Students (n = 475 ) were evaluated in language by pre-and post - tests. The results show that the Omani preschool welcomes 3 years old children have features construction and development as well as a pupil / teacher ratio rather good but negative points are noteworthy. Kindergartens are private and charges, do not facilitate access to education. In schools , parent associations are either absent or inactive , linked perhaps with a low cultural and educational level of parents, despite their high socio -economic level. Moreover, two languages (Arabic and English) are teached, following a guide from the Ministry of Education, but there is no common program to all kindergarten schools. Most teachers have a low degree and lack of training. The results of the observation grid highlight ten types of activities that are defined from the point of view of their content in relation to language learning. The practice of language activities spends most of the time by lecturing and takes place in a collective fashion contrary. In addition, the results to pre-and post- test, show firstly the scores change more strongly in LAC (language comprehension skills) but also existing in LAS (phonological awareness skills) and LALE (reading-writing Skills) between the pre-and post –test. In the multilevel analysis, the relationship is not the same between the pre and post- test in all schools. Pretest explains very little of both inter-individual variations that variations between classes and there are many differences between schools and between students. It appears that there is no influence of the variables "gender and years of schooling" and "characteristics of teachers" (qualification and experience). As against, there is a «region " effect. It also appears that the influence of management type mode of conduct (TM, TCM) is stronger than the method (implicit, explicit and masterful), which is stronger than the manner of conduct (individual and collective). Note that in the method and mode of conduct, values relating to the activities of code are better than those relating to the meaning. Variables that have emerged as effective in language learning are implicit sense, code -TCM, TCM sense and collective sense and Omani preschool system would benefit from their inclusion. In addition the recent training has a significant effect (efficacy teachers is higher for those who have benefited).