京都大学 / 新制・課程博士 / 博士(情報学) / 甲第24744号 / 情博第832号 / 新制||情||139(附属図書館) / 京都大学大学院情報学研究科システム科学専攻 / (主査)准教授 深沢 圭一郎, 教授 田中 利幸, 教授 石井 信 / 学位規則第4条第1項該当 / Doctor of Informatics / Kyoto University / DFAM

Rapid internationalization of European higher education has resulted in a considerable increase in the number of English-medium instruction (EMI) degree programs now implemented at all levels of instruction. While this change of medium provides increased academic opportunities for all university stakeholders, the use of English by non-native speakers for teaching and learning in non-Anglosphere countries necessitates consideration of the ramifications of EMI. This study was motivated by the growing discussion of the challenges of English-medium instruction confronting lecturers for whom English is a foreign language. This case study investigated how 10 experienced lecturers in the natural sciences at the University of Copenhagen define their own teacher identity, and, their perceptions of any effects on their identity when shifting from Danish-medium instruction to English-medium instruction. This study utilized a multi-method approach to allow fuller access into the teachers' cognitions, and to overcome the weaknesses that arise from the use of self-report surveys to collect thoughts and perceptions. This approach comprised classroom observation of graduate level lectures, stimulated recall of these teaching events, and individual semi-structured interviews with the lecturers. The observations and stimulated recall served as a scaffold on which the interviews were built. In addition to questions directly focused on identity, the interviews also included two card sorting activities as elicitation devices. The analysis drew on the lecturers' comments and concerns related specifically to their underlying teacher cognitions about professional expertise, professional authority, and professional identity when teaching outside one's mother tongue in a multicultural, multilingual graduate setting. The results provide: 1) a model of teacher identity for lecturers in the natural sciences, 2) evidence that experienced NNS lecturers of natural science EMI do not find that the identified challenges of teaching in a foreign language affect their personal sense of teacher identify, and 3) reflections on teacher cognition studies. The lecturers highlight teaching experience and pedagogic content knowledge as factors that are at the core of their teacher identity. While the findings here report that these lecturers express confidence and security in the EMI context, the results also confirm the instructional and linguistic challenges identified in previous EMI research. This suggests that university managementneed to acknowledge these challenges, and develop and implement both linguistic and pedagogic competence training programs to support the needs of less experienced EMI lecturers.

Afin de gérer la complexité des systèmes embarqués modernes, les langages de modélisation proposent des abstractions et des transformations adaptées au domaine. Basées sur le formalisme de machines à états hiérarchiques, connu sous le nom de Statecharts, ils permettent la modélisation du contrôle parallèle hiérarchique. Cependant, ils doivent faire à deux défis majeures quant il s'agit de la modélisation des applications à calcul intensif: le besoin des méthodes unifiées supportant des actions avec parallélisme de donnée; flots d'optimisation et génération de code à partir des modèles trop généralistes. Dans cette thèse, nous proposons un langage de modélisation étendu avec une sémantique d'actions parallèles et machines à états hiérarchiques indexées, spécialement adapté pour les applications à calcul intensif. Avec sa sémantique formelle, nous présentons un flot de compilation optimisante pour le raffinement des modèles en vue d'une génération du code efficace avec parallèlisme de donnée. / Modeling languages propose convenient abstractions and transformations to handle the complexity of today's embedded systems. Based on the formalism of \acrlong{hsm}, they enable the expression of hierarchical control parallelism. However, they face two importants challenges when it comes to model data-intensive applications: no unified approach that also accounts for data-parallel actions; and no effective code optimization and generation flows. In this thesis, we propose a modeling language extended with parallel action semantics and hierarchical indexed-state machines suitable for computationally intensive applications. Together with its formal semantics, we present an optimizing model compiler aiming for the generation of efficient data-parallel implementations.

Due to the internationalisation of higher education, the use of English at higher education institutions has become widespread. Today an increasing number of students participate in courses with the local language as medium of instruction but with textbooks in English. These have been called parallel-language courses, because they are expected to facilitate learning disciplinary discourse in two languages: the local language and English. This thesis reports an exploration of Swedish students' reading and learning from English textbooks in parallel-language courses. The overarching aim was to investigate the relationship between the students' Swedish and English reading habits and reading proficiency, their academic biliteracy, and incidental learning of subject-specific terminology in English from reading. The study also set out to identify pedagogical solutions to facilitate students' reading and learning from reading in English. The investigation comprised four studies which utilised a variety of methods and approaches, both qualitative and quantitative. Participants were Swedish and British students of biology and Swedish students of English. The results show that many Swedish students are capable of reading and learning from texts in Swedish and English without experiencing serious difficulties, although additional support is required for the learning of English terminology. The findings also indicate that some students' difficulty when reading in English is not due to poor English language proficiency, but rather a range of other factors such as weak general literacy skills, low motivation, low subject and vocabulary knowledge, note-taking strategies, slow reading speed, and time. For some students, learning is also rendered difficult by their self-perceptions and beliefs about reading and learning. Based on my findings, I propose a range of practices for EAP and subject teachers to adopt in order to improve reading and learning in parallel-language courses. / <p>At the time of the doctoral defense, the following papers were unpublished and had a status as follows: Paper 2: Submitted. Paper 4: Submitted.</p><p> </p>

This sociolinguistic study deals with the impact of English on language policy and planning in Sweden. The analysis is based on the principles of the language management theory. The first part is devoted to the discourse of relations between Swedish and other languages in the country, mostly dealing with Swedish as an endangered language due to the extensive use of English causing domain loss. The recently adopted language law is presented as a reaction to this development, giving an official status to Swedish as the main language of the country. According to this, it should be possible to use Swedish within all domains of language use. The problems of domain loss and the risk of diglossia are demonstrated on the example of the domains of higher education and science in the second part. The principles of the Language law are confronted with the need of increased use of English and the strategy of parallel language use suggested as a possible solution. A very valuable source of information for the analysis also are two interviews with the members of the Swedish language council, the institution responsible for implementation of the Language law as well as for observation of the general language situation. Keywords: Swedish, language policy and planning, language management, domain loss, parallel...