Masters of Science / The focus of this research is to establish whether there is a difference in the way the genders perceive the visualization of mathematics, with specific reference to set theory. The influence of the computing experience of students on their perceptions was also investigated. Interfaces were created for the teaching of set theory for learners in the first class of secondary school. Since the mother tongue of most the pupils is Dari the interface was made available in both Dari and English. The interfaces were used to gather the data for the research / South Africa

The aim of this study consists of two major parts: in the first place, the goal is to show to which extent the reading behavioral patterns as well as the reading methods of children and the youth have changed and developed during the past few decades. In the second place, the focus of the study shifts to the educational situation in which German as a foreign language is being taught. Important differences between mother tongue and foreign language education are pointed out and guidelines are given concerning the usage of reading as an important skill in the process of mastering German successfully. The activity of “reading” has been an integral part of the human composition and lifestyle since the earliest days of known human existence. The reading of a vastly different range of literature enriches a person’s life in a variety of ways and influences a person’s thoughts and deeds greatly to a positive extent. The reading of different types of literature can lead to the acquirement of new knowledge as well as the development of existing knowledge, new or unknown facts and information can be discovered and reading can also be utilized for the means of pure relaxation. Quite a large number of factors have contributed during the course of the last few decades to a negative development and decline in the reading patterns as well as the reading methods of the society in general – for example, the new innovations in technology, especially the increasing usage of the computer, as well as the hustled and hurried human lifestyle in which time as a very valuable and precious commodity has become extremely limited. Mainly due to above-mentioned factors a definite decline in the reading activities of children and the youth can be observed and therefore this distressing trend forms one of the major focus points of this mini-dissertation. One of the most important and influential role players in the process of establishing an early liking and love for reading is undeniably and obviously the parental home, as well as the parents’ reading behavior and habits. Another and equally important role player in the development of desired reading behavior of children and the youth are the schools and/or other educational institutions. Consequently another focus point of this study will therefore be the reading methods, which are applied in the teaching situation and the reader in a foreign language situation, as well as the reading process which takes place during the learning of a foreign language (such as German) will specifically be taken into consideration. The latter is especially important in the South African context, because German in this country is mainly being taught as a foreign language. Reading as one of the four main skills (reading; listening; speaking; writing) required in the process of learning a new (foreign) language has been a subject of scientific research since the beginning of the 20th century. In the past few decades a variety of studies in the fields of sociology, didactics and linguistics have been undertaken and the diverse theories that have resulted from these studies are a prominent fact. The interest in the reading habits of children and the youth has been rekindled during the recent decade or two and in-depth studies have indicated to which extent learners’ reading skills not only influence their ability to master a foreign language, but also contribute to the learning of other study material as well. Studies that were undertaken in Germany were mainly being made use of during the research process of this mini-dissertation, in view of the fact that the focus of the material is of course German as a foreign language. The method of research, which was applied in this mini-dissertation, is mainly a literature study and analysis. Several theories concerning the reading habits and reading behavior and/or –disposition of children and the youth towards the various forms of literature, the sociology of different reading types and the importance of the development of reading skills in especially the teaching of German as a foreign language are being investigated, analysed, discussed and compared in the various chapters. Relevant and timely information has been obtained from a comprehensive range of literary sources. Books, magazine articles, reference books as well as the internet (especially concerning the results of the most recent studies being done in German schools) have been used extensively to gather relevant information, which have consequently been compiled in such a way that for example teachers could consult and utilise this mini-dissertation in a practical and useful manner, wherever applicable. / Dissertation (MA (German))--University of Pretoria, 2006. / Modern European Languages / unrestricted

This study focuses on providing a better understanding of the methods and approaches in the learning of reading development that favors multilingual pupils in the integrated teaching. The study is aimed more specifically on finding out how teachers work to develop reading comprehension among pupils with a mother tongue other than Swedish. Finally the study seeks to answers what teachers think the difficulties are for these pupils in their's reading development. To answer the questions, qualitative interviews were conducted with six teachers. The results of the interviews turn out to support the previous research and theory described in the essay. The interviews also show that native language teachers and Swedish as second language teachers have a great significance for reading comprehension among multilingual pupils. However, these teachers can’t be fully utilized due to limited resources. / Studiens fokuserar på att ge ökad förståelse för metoder och arbetssätt i undervisningen gällande läsutveckling som gynnar flerspråkiga elever i den integrerade undervisningen. Studien riktar sig mer specifikt åt att ta reda på hur lärare arbetar med att utveckla läsförståelsen hos elever med annat modersmål än svenska. Vidare söker studien svar på vad lärare anser att dessa elever har svårigheter med i sin läsutveckling. För att besvara studiens frågeställningar genomfördes kvalitativa intervjuer med sex pedagoger. Resultaten av intervjuerna visar sig ha mycket gemensamt med tidigare forskning. Av intervjuerna framgår också att modersmålslärare och svenska som andraspråkslärare har stor betydelse för läsförståelsen hos flerspråkiga elever. Samtidigt upplever pedagogerna att dessa lärare inte kan utnyttjas fullt ut på grund av begränsade resurser.

Nowadays knowing professional language is an essential part of professional success and career growth for university graduates majoring in non-philological studies. The aim of this dissertation is to contribute to further enhancement and efficiency of foreign language teaching at university level. Based on the theoretical background and confirmation of hypotheses, the paper describes and explains why it is appropriate to include, in addition to training of basic language skills (passive: listening comprehension, reading comprehension, active: speaking and writing) an extra fifth skill: translating into the mother tongue. Undoubtedly, the translating skill helps to improve receptive and productive skills necessary for working with academic text and to facilitate better use of information sources; at the same time, this skill is desirable in corporate practice and in academia. This paper deals with methods of foreign language teaching from both diachronic and synchronous perspectives, with emphasis on the application of translation. It analyses the role of translation in teaching using a specific example; it provides analysis of professional style and some features of professional text; it justifies the importance of translation into the mother tongue; it deals with selected problems of the theory, practice and didactics of translation. The research part is based on quantitative and qualitative analysis of students' translations. It confirms the hypotheses that students have difficulty in translating into the mother tongue and in using various sources of information, and that guidance on how to proceed in translating has a positive influence on them. The research part is followed by some suggestions for specific methodologies and exercises that may be used to integrate translating into professional language teaching at university level, namely for graduates majoring in non-philological studies. The suggestions are based on the author's research results; naturally, they are focused on eliminating possible inaccuracies and mistakes, and also on developing desirable skills.

Made available in DSpace on 2017-06-01T18:24:50Z (GMT). No. of bitstreams: 1 larissa_raquel_pereira_lyra.pdf: 637886 bytes, checksum: d38e4865ea550404b8f11bbac18e7a0b (MD5) Previous issue date: 2013-12-06 / Due to the increasing concern of English school teachers about the constant use of the Portuguese language during the "English as a Foreign Language" (EFL) classes, we do believe that a study on the interference of the mother tongue (MT) in the process of a foreign language (FL) acquisition may contribute to the reflections on the relation between the speaker and their languages. To do so, we have adopted contributions of Saussure on the conception of language as a system which knows its own laws. This conception has helped us understand its operation. We have found in Melman, Revuz and Pereira de Castro the notion of the singular character of a mother tongue for the subject, as the language which has founded them as such. In Revuz we have found the issue of the specific bound which gathers the speaker to their Mother Tongue as an important factor for success or failure to acquire a foreign language. Based on Heller-Roazen and Coracini, we will study the the echo of the mother tongue, the mix of languages and the relation between those speakers among languages with their native and foreign languages, and with their respective cultures. This dissertation had the main aim to study the incidence of the mother tongue in the acquisition of a foreign language. To achieve that, we have analysed the different relations which can be established between the subject and their native and foreign languages, and the interference of those relations in the process of acquisition of a foreign language. The participants of this research were non-native adult learners who were in their native country. One group was in an early stage of learning, the Starter 2 group, and the other was in a more advanced stage (conversation course), the Advanced 4 Light group. Right after the classes observation, which happened in the classroom and/or through videos, we analysed the interlocution among the students and between them and the teacher. The results indicate not only that the presence of the mother tongue in both levels is latent, but also that it occupies a place of great value in the relation between the speakers and their foreign language. Regarding the moments in which language switching occurred, the results indicate that, although the Starter 2 students leant on their own language more frequently, we could also observed a strong presence of the Portuguese language in the Advanced 4 Light classes. In both levels we have seen students using Portuguese explicitly and audibly, both in entire statements and when speakers inserted small items of the Portuguese language in statements which were proffered almost completely in English. We have also realised the influence of the speakers mother tongue both in the production of sounds which are typically of English and in the errors, lapses and displacement in statements. We propose the acceptance of the immutable presence of learners mother tongue in the process of a foreign language acquisition, yet the appreciation of such presence in the classroom. / Devido à crescente inquietação por parte dos professores de escolas de inglês com relação ao uso constante da língua portuguesa durante as aulas de inglês como língua estrangeira (English as a Foreign Language - EFL), acreditamos que um estudo acerca da interferência da Língua Materna (LM) no processo de aquisição de uma Língua Estrangeira (LE) pode contribuir para uma melhor reflexão acerca da relação do falante com suas línguas. Adotamos, para tanto, as contribuições de Saussure acerca da concepção de língua como sistema que conhece suas próprias leis. Esta concepção nos deu um aporte para o entendimento do funcionamento dela. Encontraremos em Melman, em Revuz e em Pereira de Castro o entendimento quanto ao caráter singular da Língua Materna para um sujeito, língua esta que o fundou como tal. Em Revuz, a questão do laço específico do falante com sua Língua Materna, como fator importante para o sucesso ou o fracasso na aquisição de uma Língua Estrangeira. Em Heller-Roazen e Coracini, o eco da Língua Materna e a mistura das línguas, bem como a relação destes indivíduos entre-línguas com suas línguas materna e estrangeira, e com suas respectivas culturas. Este trabalho teve por objetivo estudar a incidência da Língua Materna no processo de aquisição de uma Língua Estrangeira. Para tanto, analisaremos as diferentes relações que se estabelecem pelo sujeito com as línguas materna e estrangeira, bem como a interferência dessas relações no processo de aquisição da Língua Estrangeira. Foram participantes da pesquisa alunos adultos, que se encontram em seu país de origem, não nativos da Língua Estrangeira, estando um grupo em um estágio inicial de aprendizado, o Starter 2, e outro em um nível avançado (conversação), o Advanced 4 Light. Após observarmos aulas, in loco e/ou através de filmagens, analisamos a interlocução dos alunos com o professor e entre eles. Os resultados nos indicam não só que a presença da Língua Materna é latente nos dois níveis estudados, como também que ela ocupa um lugar de grande valor na relação dos indivíduos com a Língua Estrangeira. No tocante aos momentos em que as mudanças de língua ocorreram, os resultados apontam que, embora os alunos do Starter 2 tenham recorrido de modo mais frequente à Língua Portuguesa (LM dos sujeitos), observamos ainda uma forte presença desta Língua Materna também no Advanced 4 Light. Nos dois níveis vimos por vários momentos a Língua Portuguesa ser convocada de forma explícita e audível, fazendo-se presente em turnos de fala dos mais variados, tanto em enunciados inteiros quanto em pequenas inserções em enunciados emitidos quase inteiramente em língua inglesa. Percebemos ainda a influência da LM dos falantes tanto na produção de sons característicos da língua inglesa quanto nos erros, lapsos e deslocamentos nos enunciados. Propomos uma aceitação da realidade imutável da presença da Língua Materna dos aprendizes no processo de aquisição de uma Língua Estrangeira, além de uma valoração desta presença em sala de aula.

Vårt syfte med denna kunskapsöversikt är att sammanställa vad forskningen säger om hur SO-lärare kan anpassa sin undervisning för elever som inte har svenska som modersmål. Vi har därför använt oss av specifika databaser som är anpassade efter att söka efter vetenskapliga texter och som gav oss betydelsefulla resultat. Det resulterade i att vi främst fann granskade vetenskapliga artiklar, men även några digitala medier som är relevanta för vår frågeställning. Resultatet av vår kunskapsöversikt, tyder på att lärare kan göra mycket för att främja andraspråkselevers utveckling och välbefinnande. Lärarens förhållningssätt och medkänsla är väsentlig för att ha en inkluderande lärmiljö. Det i sin tur leder till förbättrade relationer i klassrummet, vilket också kan kopplas till att läraren enklare kan undersöka elevernas bakgrunder och erfarenheter. Med hänsyn därtill kan läraren anpassa sin SO-undervisning. Det finns en del hinder och problematik, men vi hoppas kunna tillämpa acklimatiseringarna som krävs i vårt framtida yrke, samtidigt som vi hoppas att fler lärare och lärarstudenter överväger sina anpassningar efter andraspråkselevers behov.

Historical Development of Czech Language Teaching for Pupils with Visual Impairment Klára Eliášková Czech Language Department Doc. PhDr. Martina Šmejkalová, Ph.D. Abstract The dissertation aims at the language education of pupils with visual impairment (VI) at high schools. Historical forming of Czech language didactics of teaching pupils with VI is analyzed in the framework of the cultural and social context of the period from 1807, when the first Institute for blinds was found in Prague at Hradčany, to a social and political milestone in 1989 with main view on the period dating from 1946 to present. Based on the suggestion from the report, attention will be paid to the present. There will be an identification of breakthroughs and positive locations (e.g. diversification of Czech language teaching in relation to individual types of VI), which would be useful in restoring our teaching practice, taking into account the current imperative of induced education. Historical research focuses on specific aspects of language education without a possibility of visual information. Methodological approaches common in linguistic and social pedagogical fields of study are combined in this purpose. The aim is to link both levels into the consistent perspective on the surveyed issue. Working out of the historical...

Thesis (Ph.D.(African languages)) --University of Limpopo, 2019 / This thesis investigated the use of African languages as media of teaching and learning in public schools in Mopani District of Limpopo Province. The study was guided by a qualitative approach. A total of 30 educators from five primary schools participated in the study. Purposive sampling was used to select the participants. Interviews were used as a tool for data collection. Data from the interviews was analysed by means of thematic method of data analysis, and was presented in the form of themes. The results revealed that African languages are admired by most educators. The findings of this study revealed that it is possible to introduce African languages as media of teaching and learning in South Africa, but it will require an extensive preparation, which involves effective training of teachers and the acquisition of teaching and learning materials in African languages. The study also revealed that the current use of English and Afrikaans as media of teaching and learning contributes to poor academic performance of learners. The findings of the study have important implications for both learners and educators. The study will provide the National Department of Education with information it might need to review its language policy with regard to instructional languages. The study will also contribute towards knowledge of African languages as media of instruction, and will help school administrators and policy makers to understand challenges associated with the current medium of instruction and learner performance in schools in South Africa. All education stakeholders might be able to identify the causal factors of language failure rate in grade 12

This diploma thesis deals with the school climate in the context of pupils with different mother tongues and the process of integrating pupils with different mother tongues into the school. The practical research examines a specific Prague primary school, which is attended by a large number of pupils with different mother tongues, and the school has therefore long-term been involved in the integration and education of pupils with different mother tongues. The aim of the thesis is to describe the process of integration and to monitor the support in education and adaptation of pupils with different mother tongues. The aim of the thesis is to find out what help is beneficial for these pupils and also to find out what is the view of teachers, parents and pupils of a specific school on the presence of pupils with different mother tongues in the school. The empirical part of the work uses methods of quantitative and qualitative research. The research was conducted using the interview method with the coordinator of pupils with different mother tongues and selected pupils with different mother tongues. A questionnaire survey was conducted among teachers, pupils and parents at the school. The questionnaire was distributed to parents in Czech, Chinese and Vietnamese. Based on the research results, specific...

Thesis Perception of cultural differences in children with different mother tongue and children from bilingual environment is a case study at a specific primary school. The theoretical part deals with methodology of education of pupils with different mother tongue than Czech and the methodology of education of pupils living in a bilingual environment. Furthermore, the cultural differences, the identification of cultural clashes is explained here. The thesis also deals with the issue of national minorities in the Czech Republic, stereotypes and labelling. The practical part is focused on finding out whether the students with different mother tongue and students from bilingual environment perceive cultural differences at a particular primary school. How the school and pedagogical support them to integrate into the mainstream teaching. Keywords different mother tongue, bilingual environment, cultural diversity, stereotypes, prejudices, identity, national minorities, labelling