Purpose: The purpose of this thesis is to investigate to what a few preschool teachers and mother-tongue teachers consider the influence mother-tongue training has on children. The thesis also looks into how these teachers cooperate and view about the mother-tongue training organization structure and what support mother-tongue teachers get in the concerned preschools. More specifically: What influences do three preschool teachers and three mother-tongue teachers consider that mother-tongue training has on the development of the children? Which support do the three mother-tongue teachers receive from the preschool principals and other preschool pedagogues in their work? - Is there any cooperation between them? In what way do the three preschool teachers and the three mother-tongue teachers think that the mother-tongue training organization structure affect the children’s status in the group? Method: In order to achieve a deeper understanding of the context, a qualitative method based on interviews and observations was employed and relied upon. Three preschool teachers and three mother-tongue teachers from two different preschools in the same municipality were interviewed to acquire answers to the questions concerned. Result: The result of this enquiry shows a direct and explicit comprehension that mother-tongue is immensely important for children’s development. Mother-tongue teachers believes that they are treated and accepted much better today than in foregone years and that there is better cooperation today between different concerned bodies. The result also indicates that the organization structure of the mother-tongue training can and do sometimes create problems in the child group. The child often does not gain entry to an ongoing activity/play when he/she comes back from mother-tongue training vis-à-vis often he/she is reluctant to leave their playmates and go away for a mother-tongue’s lesson. In order to avoid this problem it is imperative that preschools teachers put in a lot of energy and commitment to avert exclusion from play/activity after mother-tongue training. The interviewed teachers to this thesis claim also that the current organization structure of the mother-tongue training can be seen as division of groups just as much as the other division of groups in the regular organization. Children are used to the continuous division of groups in the preschools. The interviewed teachers are quite content and satisfied with the present organization structure but retain that there are certain areas which needs to be looked into and improved.

Förskollärare möter i större utsträckning än tidigare barn med annat modersmål än svenska, därmed ökar även behovet av arbetet med modersmålsutveckling. Syftet med denna kvalitativa studie är att bidra med kunskap om hur förskollärare stöttar flerspråkiga barns modersmålsutveckling samt hur förskollärare upplever arbetet med modersmålsutveckling. Data består av kvalitativa intervjuer med tre förskollärare och analyseras genom det sociokulturella perspektivet, interaktionismen samt Fredriksson och Lindgren Eneflos (2019) fyra strategier för att stimulera och uppmärksamma modersmål. Resultatet visar att informanterna upplever en osäkerhet i sin språkliga kompetens men har olika upplevelser om hur de ska gå tillväga i arbetet. Informanterna har olika upplevelser av vem som tar initiativ till kommunikation mellan barn och förskollärare. Resultatet visar att informanterna främst lyfter fram svenska som språk och att de uppmärksammar olika kulturers högtider. Resultatet visar att informanterna mest använder sig av böcker och applikationer som medierande redskap samt att de både tar hjälp av vuxna och barn i arbetet med modersmålsutveckling.

The diploma thesis on the topic of Integration of pupils with different mother tongues in the environment of selected Czech schools consists of a theoretical part and a practical part. In the theoretical part the basic terminology and issues related to pupils with different mother tongues is defined on the basis of a literature search. In the first part of the work I deal with migration as a phenomenon and also with the development of migration in the territory of the Czech Republic. In the second part of the work I deal with individual models of intercultural coexistence of different cultures in the territory of one state, adaptation, cultural identity, intercultural communication and possible barriers which disrupt mutual understanding. The third part is focused on pupils with different mother tongues and bilingual pupils, their specifics and education, mother tongues, communication and involvement of pupils with different mother tongue in education. In the practical part of the diploma thesis I deal with the inclusion of pupils with different mother tongue at selected primary schools. I chose the type of qualitative survey and used the method of semi-structured interview and observation. Using an interview method with selected pupils with different mother tongues, their class teachers and...

This research study deals mainly with the influence of the medium of instruction on throughput at the Vaal University of Technology. The underlying hypothesis driving this research, is that learners at the Vaal University of Technology will tend to underachieve during their period of study, largely because the medium of instruction and assessment is not their first language, but a second or even a third language. The assertion is that learners on tertiary level can only perform academically well if they have gained a certain level of competency in their mother tongue, to ease the difficult process of acquiring the second language English, which is the main medium of instruction at the VUT. For most human beings language is the medium through which knowledge is transferred or negotiated. The success of this interaction is determined by the effectiveness of communication. Thus it would be fair to say, that if the means of communication is inappropriate, there will be little or no language transfer. Further, it seems logical that before any other considerations are made with regard to teaching and learning, the instrument which enables this interaction should first be in place. The research aims are: to determine the influence of a second language as medium of instruction on academic performance, to establish the nature of the support system which might facilitate the advancement of learners not prepared for the academic demands of university, to determine what can be done to address the problem and provide possible recommendations for improved academic performance. In order to attain the abovementioned research aims, a literature review and an empirical investigation were undertaken. The literature study discussed the role which the medium of instruction has played in the history of South African Education. The South African Language Policy, before and after 1994, was then reviewed. Parent and learner choice in respect of the choice of medium of instruction was then considered. The findings of the empirical study have shown that the medium of instruction has a remarkable influence on learners' proficiency and eventual performance in their content subjects. The empirical research was conducted by using a questionnaire in order to obtain data on relevant variables as indicated by the literature study, as well as identify barriers perceived by students that hamper their academic progress. Descriptive statistics, such as frequencies, were used to summarize the data. Marks from the compulsory language test at the institution were also taken into account in order to establish learners' English language proficiency. This data, together with students' marks, were interpreted in the empirical analysis. The target population for this study consisted of L1 and L2 students who registered in 2004 and will have completed their studies in 2006, as well as students having completed in 2007. The population consisted of both female and male students from the Faculty of Visual Arts and Design. In the last chapter, Chapter 6, conclusions from the literature review and empirical investigation were drawn. Recommendations for further research were provided which stressed the need for developing an appropriate training course for L2MI (Second Language Medium of Instruction) content subject teachers. Effective training in L2MI is one of the most important factors in improving the level of academic literacy in South African learners. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

<p>The question as to which language should be used as a medium of instruction in schools in multilingual societies is a controversial one. In South Africa, the question is often posed in binary terms: Should the medium of instruction be a familiar local language such as Xhosa or a language of wider communication like English? This study is an attempt to answer the above question. The study profiled the writing abilities of Grade 4 and Grade 7 pupils at Themba Primary, a school located in Khayelitsha in the Western Cape, in both their mother tongue, Xhosa, and in English, their official medium of instruction at school since Grade 4. Three written tasks, which consisted of a narrative piece of writing, a reading comprehension exercise, and an expository piece of writing, were administered to the pupils in English and Xhosa. The purpose of the exercise was to examine some of the implications for educational language policy of the differences in performance in the two languages. All the tasks were authentic, in that they were based on aspects of the pupils&rsquo / curriculum and written in the formal academic language pupils were expected to be exposed to in their respective grades. All the tasks were graded systematically under controlled conditions.</p>

<p>The question as to which language should be used as a medium of instruction in schools in multilingual societies is a controversial one. In South Africa, the question is often posed in binary terms: Should the medium of instruction be a familiar local language such as Xhosa or a language of wider communication like English? This study is an attempt to answer the above question. The study profiled the writing abilities of Grade 4 and Grade 7 pupils at Themba Primary, a school located in Khayelitsha in the Western Cape, in both their mother tongue, Xhosa, and in English, their official medium of instruction at school since Grade 4. Three written tasks, which consisted of a narrative piece of writing, a reading comprehension exercise, and an expository piece of writing, were administered to the pupils in English and Xhosa. The purpose of the exercise was to examine some of the implications for educational language policy of the differences in performance in the two languages. All the tasks were authentic, in that they were based on aspects of the pupils&rsquo / curriculum and written in the formal academic language pupils were expected to be exposed to in their respective grades. All the tasks were graded systematically under controlled conditions.</p>

This research study deals mainly with the influence of the medium of instruction on throughput at the Vaal University of Technology. The underlying hypothesis driving this research, is that learners at the Vaal University of Technology will tend to underachieve during their period of study, largely because the medium of instruction and assessment is not their first language, but a second or even a third language. The assertion is that learners on tertiary level can only perform academically well if they have gained a certain level of competency in their mother tongue, to ease the difficult process of acquiring the second language English, which is the main medium of instruction at the VUT. For most human beings language is the medium through which knowledge is transferred or negotiated. The success of this interaction is determined by the effectiveness of communication. Thus it would be fair to say, that if the means of communication is inappropriate, there will be little or no language transfer. Further, it seems logical that before any other considerations are made with regard to teaching and learning, the instrument which enables this interaction should first be in place. The research aims are: to determine the influence of a second language as medium of instruction on academic performance, to establish the nature of the support system which might facilitate the advancement of learners not prepared for the academic demands of university, to determine what can be done to address the problem and provide possible recommendations for improved academic performance. In order to attain the abovementioned research aims, a literature review and an empirical investigation were undertaken. The literature study discussed the role which the medium of instruction has played in the history of South African Education. The South African Language Policy, before and after 1994, was then reviewed. Parent and learner choice in respect of the choice of medium of instruction was then considered. The findings of the empirical study have shown that the medium of instruction has a remarkable influence on learners' proficiency and eventual performance in their content subjects. The empirical research was conducted by using a questionnaire in order to obtain data on relevant variables as indicated by the literature study, as well as identify barriers perceived by students that hamper their academic progress. Descriptive statistics, such as frequencies, were used to summarize the data. Marks from the compulsory language test at the institution were also taken into account in order to establish learners' English language proficiency. This data, together with students' marks, were interpreted in the empirical analysis. The target population for this study consisted of L1 and L2 students who registered in 2004 and will have completed their studies in 2006, as well as students having completed in 2007. The population consisted of both female and male students from the Faculty of Visual Arts and Design. In the last chapter, Chapter 6, conclusions from the literature review and empirical investigation were drawn. Recommendations for further research were provided which stressed the need for developing an appropriate training course for L2MI (Second Language Medium of Instruction) content subject teachers. Effective training in L2MI is one of the most important factors in improving the level of academic literacy in South African learners. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

This research study deals mainly with the influence of the medium of instruction on throughput at the Vaal University of Technology. The underlying hypothesis driving this research, is that learners at the Vaal University of Technology will tend to underachieve during their period of study, largely because the medium of instruction and assessment is not their first language, but a second or even a third language. The assertion is that learners on tertiary level can only perform academically well if they have gained a certain level of competency in their mother tongue, to ease the difficult process of acquiring the second language English, which is the main medium of instruction at the VUT. For most human beings language is the medium through which knowledge is transferred or negotiated. The success of this interaction is determined by the effectiveness of communication. Thus it would be fair to say, that if the means of communication is inappropriate, there will be little or no language transfer. Further, it seems logical that before any other considerations are made with regard to teaching and learning, the instrument which enables this interaction should first be in place. The research aims are: to determine the influence of a second language as medium of instruction on academic performance, to establish the nature of the support system which might facilitate the advancement of learners not prepared for the academic demands of university, to determine what can be done to address the problem and provide possible recommendations for improved academic performance. In order to attain the abovementioned research aims, a literature review and an empirical investigation were undertaken. The literature study discussed the role which the medium of instruction has played in the history of South African Education. The South African Language Policy, before and after 1994, was then reviewed. Parent and learner choice in respect of the choice of medium of instruction was then considered. The findings of the empirical study have shown that the medium of instruction has a remarkable influence on learners' proficiency and eventual performance in their content subjects. The empirical research was conducted by using a questionnaire in order to obtain data on relevant variables as indicated by the literature study, as well as identify barriers perceived by students that hamper their academic progress. Descriptive statistics, such as frequencies, were used to summarize the data. Marks from the compulsory language test at the institution were also taken into account in order to establish learners' English language proficiency. This data, together with students' marks, were interpreted in the empirical analysis. The target population for this study consisted of L1 and L2 students who registered in 2004 and will have completed their studies in 2006, as well as students having completed in 2007. The population consisted of both female and male students from the Faculty of Visual Arts and Design. In the last chapter, Chapter 6, conclusions from the literature review and empirical investigation were drawn. Recommendations for further research were provided which stressed the need for developing an appropriate training course for L2MI (Second Language Medium of Instruction) content subject teachers. Effective training in L2MI is one of the most important factors in improving the level of academic literacy in South African learners. / Thesis (M.Ed.)--North-West University, Vaal Triangle Campus, 2009.

Philosophiae Doctor - PhD / The question as to which language should be used as a medium of instruction in schools in multilingual societies is a controversial one. In South Africa, the question is often posed in binary terms: Should the medium of instruction be a familiar local language such as Xhosa or a language of wider communication like English? This study is an attempt to answer the above question. The study profiled the writing abilities of Grade 4 and Grade 7 pupils at Themba Primary, a school located in Khayelitsha in the Western Cape, in both their mother tongue, Xhosa, and in English, their official medium of instruction at school since Grade 4. Three written tasks, which consisted of a narrative piece of writing, a reading comprehension exercise, and an expository piece of writing, were administered to the pupils in English and Xhosa. The purpose of the exercise was to examine some of the implications for educational language policy of the differences in performance in the two languages. All the tasks were authentic, in that they were based on aspects of the pupils' curriculum and written in the formal academic language pupils were expected to be exposed to in their respective grades. All the tasks were graded systematically under controlled conditions. / South Africa

Introduction: Study supervision in the mother tongue aims to support newly arrived and multilingual students in primary and secondary school, where study supervisors and teachers work together for the learning and development of newly arrived and multilingual students. Despite the importance of study supervision, collaboration between study supervisors and teachers was described as not functioning in several researches. That study focuses on investigating which basic mechanisms explain the collaboration between study supervisors and teachers. Purpose: The purpose of the study is, by using critical realism as an approach, to explain the collaboration between study supervisors and teachers in the teaching of multilingual Arabic-speaking students in 5 municipalities from the perspective of study supervisors, to explain which mechanisms make the cooperation possible. Method: The study used a qualitative method based on qualitative interviews. The analysis used qualitative content analysis with critical realism as an approach. Results: The results of the study constitute the following mechanisms for cooperation between study supervisors and teachers, structuring and organization of study supervision, 1)- The study supervisor's experience with teachers' planning, 2)- Experience and knowledge of study supervision, and 3)- Time and place. These results can be helpful in practice to improve cooperation between study supervisors and teachers, by structuring and organizing study supervision via school, study supervisors and teachers get better conditions in cooperation around multilingual students, and provide the opportunity to improve communication between study supervisors and teachers where both work in the same place, as well as making time for continuous collaboration. / Inledning: Studiehandledning på modersmål syftar till att stödja nyanlända och flerspråkiga elever i grundskolan och gymnasiet, där samverkar studiehandledare och lärare för nyanlända och flerspråkiga elevers lärande och utveckling. Trots vikten av studiehandledning beskrevs samverkan mellan studiehandledare och lärare icke fungerande i flera forskningar. Den studien har fokus att undersöka vilka grundläggande mekanismer som karaktäriserar samverkan mellan studiehandledare och lärare. Syfte: Studiens syfte är genom att använda kritisk realism som ansats förklarar samverkan mellan studiehandledare och lärare i undervisningen för flerspråkiga arabisktalande elever i fem kommuner utifrån studiehandledares perspektiv, för att förklara vilka mekanismer som gör samverkan möjlig. Metod: I studien användes kvalitativ metod som baserade på kvalitativa intervjuer. I analysen användes kvalitativ innehållsanalys med kritiska realism som ansats. Resultat: I studiens resultat konstituerar följande tre mekanismer samverkan mellan studiehandledare och lärare 1) Strukturering och organisering av studiehandledning, 2) Studiehandledarens uppfattning om lärares planering, erfarenhet och kunskap kring studiehandledning, 3) Studiehandledarens kännedom om eleverna, tid och plats. Dessa resultat kan vara till hjälp i praktiken för att förbättra samverkan mellan studiehandledare och lärare, genom att strukturera och organisera studiehandledning via skola får studiehandledare och lärare bättre förutsättning i samverkan kring flerspråkiga elever, och ger möjlighet att förbättra kommunikationen mellan studiehandledare och lärare där arbetar båda på samma plats, samt att lägga tid för kontinuerlig samverkan. / <p>Godkännande datum: 2022-08-29</p>