Thesis (M.A. (Language (Education)) -- University of Limpopo, 2022 / The impact of the switch in LoLT between Grade 3 and 4 has been the subject of much research in South Africa which results in grade 4 low pass rate. What constitutes a problem is that during this transition from Sepedi to English as LOLT, most learners are linguistically not ready to make this leap (Heugh, 2006; Maswanganye, 2010). The change of the language of learning and teaching from Sepedi to English in Grade 4 is problematical because of the challenges in adjusting to the use of English as LOLT (Macdonald, 1990; Alexander, 2005; Heugh, 2006; Maswanganye, 2010). The purpose of this study was to investigate the impact of English First Additional Language on learners‟ academic performance in Grade 4 at a primary school. A qualitative research approach was adopted in this study due to the fact that this study was explanatory and descriptive in nature. This study used a qualitative case study research design and qualitative interpretive paradigm which allowed the researcher to gather information through observations and interviews. This study was guided by sociocultural theory developed by Vygotsky (1978) because it emphasizes that teachers can use strategies to create classroom conditions that foster learning by modeling, scaffolding and the development of the learners‟ zone of proximal development (ZPD). The study used inductive thematic data analysis method to analyse data collected from observation schedule and interviews. The findings showed that learners‟ hindrance concerning reading and writing in the English language is home based factors because of socioeconomic factors. This study shows that less teacher training also poses challenges to English reading development as they do not have sufficient knowledge on reading strategies to deal with the transition of grade 4 learners from Sepedi to English First Additional Language as a language of learning and teaching. The study recommends training of teachers on how to teach reading and implementation of additive or bilingualism for the subsequent language policy development in South African education system should be considered.

En Suecia, el alumnado se ha ido volviendo cada vez más multicultural. En el aula pueden coexistir varias lenguas maternas y la pericia en inglés es muy alta. Esto se traduce en que estas lenguas podrían ser usadas como andamios para enseñar una tercera o cuarta lengua. Este trabajo final de grado, enfocado específicamente en el translenguaje pedagógico, ha sido desarrollado al alero de investigaciones internacionales sobre cómo estratégicamente potenciar el aprendizaje de idiomas.  En este sentido, el translenguaje pedagógico propone una serie de estrategias deliberadas cuya característica central es el uso del repertorio lingüístico global del alumnado multilingüe. El translenguaje pedagógico es una nueva área de investigación, por lo cual las estrategias del translenguaje pedagógico todavía no aparecen de forma explícita ni en el material didáctico ni en la enseñanza de docentes de lenguas extranjeras. Aun así, existen bastante hallazgos científicos que proponen varias ventajas al usar estas estrategias, lo que llama la atención y constituye la base de esta investigación.  Esta tesis propone investigar el uso y la eficacia de las estrategias del translenguaje pedagógico en las aulas en Suecia. El resultado demuestra que la mayoría de los docentes utilizan diferentes estrategias de translenguaje en cierto grado, aunque estas no tengan casi ningún soporte en el material didáctico ni por la integración de currículos en las escuelas suecas. / In Sweden, the student population has become increasingly multicultural, resulting in classrooms where multiple mother tongues are present alongside a high level of English proficiency. This unique linguistic context presents an opportunity to utilize the diverse languages as scaffolding for teaching additional languages. This undergraduate thesis explores the concept of pedagogical translanguaging, drawn upon international research to strategically enhance language learning.  In this sense, pedagogical translanguaging proposes a series of deliberate strategies whose central characteristic is the use of the global linguistic repertoire of multilingual students. Pedagogical translanguaging is a new area of research, so pedagogical translanguaging strategies do not yet appear explicitly either in the teaching material nor in the instruction of foreign language teachers. Even so, there are quite a few scientific findings that propose several advantages to using these strategies, which call for attention and form the basis of this research.  This thesis proposes to investigate the use and effectiveness of pedagogical translanguaging strategies in classrooms in Sweden. The result shows that most teachers use different translanguage strategies to some degree, even if they are not well supported by teaching materials and curriculum integration in Swedish schools.

International student assessments show that reading comprehension among Swedish pupils has decreased and the Swedish school system has become less successful in compensating for the variety of pupils’ background. The aim of this study is to examine whether the reading triangle, which is an adaption of the text triangle, provides a beneficial model to use at lower secondary level to enhance advanced reading comprehension and to systematize the teaching of reading on the basis of models developed in research on writing. The study draws on Anglo-Saxon and Nordic research on the teaching of reading and writing, as well as theories of metacognition and visual learning. The results show that the reading triangle, after some modifications, can serve as a tool to make pupils aware of their reading process and at what level they read and analyse texts. Moreover, the model can be a tool for teachers to systematize their teaching of reading and clarifying on what levels they need to focus when planning their teaching of reading.

The curriculum for social studies is designed in a way where knowledge is assessed through the students’ expressive language skills. Much of the knowledge is also expected to be gained through reading. The purpose of this study is to examine what types of scaffolding teachers can create for students reading social studies nonfiction texts in grades 4–5. The study is based on observations and interviews with three teachers. The material was subsequently analysed based on characteristics in language development methods, showing that teachers do not emphasise the importance of language for learning when teaching. The results also show that students, to a small extent, are used as supporting resources for one another and that teachers themselves take up much of the talking space in the classroom. During structured oral text instruction teachers request short answers, that are evaluable rather than allowing time for interrogative and reflective discussions. The effect of the teacher centered teaching is that the students are passivate instead of challenged with cognitively demanding tasks where scaffolding can enable a potentially higher learning level.

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The major obstacle many promising drugs struggle to overcome is the barrier imposed by the outer cell membrane. In addition to technologies such as liposomes and cell-penetrating peptides, more attention is being given to the class of proteins known as lectins to deliver therapeutic and antigenic proteins to the interiors of cells. Lectins bind to but do not modify sugars, and provide an efficient route to endocytosis. The galactose/N-acetyl-galactosamine specific lectin ricin B-chain (RTB) is especially attractive in possibly fulfilling a carrier role due to its well-characterized endocytotic trafficking and its efficacy over a wide range of cell types. By producing RTB recombinantly in plants it is possible to create a fully active, non-toxic carrier that does not rely on the processing of large amounts of toxic material (e.g. castor bean). Payload molecules such as small molecules and proteins can be attached to RTB via chemical conjugation at primary amine groups, without the loss of lectin or uptake activities. The biotin/streptavidin interaction and direct genetic fusion of polypeptides also provide efficient mechanisms for the attachment of payload proteins to RTB. An immunoglobulin domain-based scaffolding mechanism bridges modified RTB and payload proteins when co-expressed in Agrobacterium-infiltrated plant leaves. Carrier and payload proteins expressed in plants and E. coli, respectively, and purified independently are not able to assemble into an efficient carrier/payload arrangement. These findings show that plant cells are able to correctly produce the two components of the carrier/payload system and assemble them into an efficient and flexible capture and carry technology. / Ph. D.

This bachelor thesis investigates strategies for enhancing sustainability in material usage within Xervon Sweden AB, a leading provider of scaffolding and weather protection solutions. The research integrates life cycle analysis (LCA) with the exploration of alternative materials and recycling methods to identify environmentally friendly approaches to managing plastic waste in facade work. The study employs a comprehensive LCA to assess the environmental impact of current scaffolding materials, including High-Density Polyethylene (HDPE) and Low-Density Polyethylene (LDPE). It explores new materials such as Polyhydroxyalkanoates (PHA), evaluates their feasibility through data collection and analysis, and investigates innovative recycling and reuse methods in collaboration with industry partners. The results from this bachelor thesis revealed from the LCA that material extrusion contributes significantly to CO2 emissions and energy consumption. PHA emerged as a promising alternative due to its renewable sourcing and biodegradability, despite its higher cost. The study also identified a circular system for recycling scaffolding sheets into granules for manufacturing new sheets as the most efficient strategy for CO2 reduction. Additionally, opportunities for external reuse of plastic materials with painting companies and agricultural associations were explored. The conclusions drawn in this bachelor thesis is that Xervon is currently using the most sustainable material within its price range. While PHA shows potential for future adoption, creating a circular system for scaffolding sheets offers immediate benefits. Collaborations with external partners can further extend the lifespan of materials, contributing to overall sustainability efforts. Future research should include broader sustainability indicators and in-house laboratory tests to validate findings. By focusing on these strategies, Xervon can significantly reduce its environmental footprint while maintaining operational efficiency and economic viability. / Denna kandidatuppsats undersöker strategier för att förbättra hållbarheten i materialanvändningen inom Xervon Sweden AB, en ledande leverantör av ställnings- och väderskyddslösningar. Forskningen integrerar livscykelanalys (LCA) med utforskning av alternativa material och återvinningsmetoder för att identifiera miljövänliga metoder för hantering av plastavfall i fasadarbeten. Studien använder en omfattande LCA för att bedöma den miljöpåverkan som de nuvarandeställningsmaterialen, inklusive högdensitetspolyeten (HDPE) och lågdensitetspolyeten (LDPE), har. Den utforskar nya material såsom polyhydroxialkanoater (PHA), utvärderar deras genomförbarhet genom datainsamling och analys, och undersöker innovativa återvinnings- och återanvändningsmetoder i samarbete med industripartners. Resultaten från denna kandidatuppsats avslöjade från LCA att materialextrudering bidrar avsevärt till koldioxidutsläpp och energiförbrukning. PHA visade sig vara ett lovande alternativ på grund av dessförnybara källor och biologiska nedbrytbarhet, trots dess högre kostnad. Studien identifierade också ett cirkulärt system för återvinning av ställningsdukar till granulat för tillverkning av nya dukar som den mest effektiva strategin för att minska koldioxidutsläpp. Dessutom undersöktes möjligheter för extern återanvändning av plastmaterial med måleriföretag och jordbruksorganisationer. Slutsatserna som dragits i denna kandidatuppsats är att Xervon för närvarande använder det mest hållbara materialet inom sin prisklass. Även om PHA visar potential för framtida användning, erbjuder skapandet av ett cirkulärt system för ställningsdukar omedelbara fördelar. Samarbeten med externa partners kan ytterligare förlänga materialens livslängd och bidra till övergripande hållbarhetsinsatser. Framtida forskning bör inkludera bredare hållbarhetsindikatorer och laboratorietester internt för att valideraresultaten. Genom att fokusera på dessa strategier kan Xervon avsevärt minska sitt miljöavtryck samtidigt som de bibehåller operativ effektivitet och ekonomisk lönsamhet

This study sets out to answer the call for explicit instruction in critical thinking for ELL. Using action research and qualitative methodology, I examine the effect of implementing the cognitive apprenticeship paradigm with ELL studying in a mainstream secondary English class using the American curriculum. I center instruction on authentic texts and scaffold critical literacy and thinking tasks for instructional interventions. The data generated by the study includes written responses and reflections by the participants. This data is analyzed using research into cognitive theory and critical thinking pedagogy. The results support the cognitive apprenticehip model as one means for improving the higher literacy of ELL, regardless of level and background. The findings of this study contribute to the discussion of how to bridge the achievement gap between ELL and their native speaking peers and provide an avenue to advance their academic success. / English Studies / M.A. (with specialisation in TESOL (Teaching English to Speakers of other languages))

The changing role of literacy in primary education, with its emphasis on the acknowledgement of the learner’s values, beliefs, culture, background and language is the focus of this study. The research was concerned with understanding the literacy practices of Foundation Phase Grade 3 teachers who are able to intentionally promote and mediate literacy acquisition among their learners. A qualitative design was used to describe the approaches of effective literacy teachers. The research study discovered that while the teachers made use of a number of teaching methods that underpinned a de-contextualised and constructivist approach, a socio-cultural approach to literacy was lacking. The results call for a broadening of the definition of literacy; one that acknowledges the socio-cultural background of the learners in developing a literacy disposition that prepares learners for a changing world. / Educational Studies / M. Ed. (Didactics)

The aim of this study was to investigate the comparative effects of Constructivist-Based Teaching Method (CBTM) and the Traditional Teaching Method (TTM) on Grade 11 Mathematics learners’ errors in algebra. The constructivist learning theory (CLT) was used to frame this study. Mainly, CLT was used to influence the design of CBTI to hone participants’ errors in algebra that militate against their performance in Mathematics. The study was conducted in the Mpumalanga Province of South Africa with a four-week intervention programme in each of the two participating secondary schools. Participants consisted of n=78 Grade 11 Mathematics learners and one Grade 11 Mathematics teacher. A non-equivalent control group design consisting of a pre-test and post-test measure was employed. The Grade 11 teacher in the control school employed the TTM while the researcher implemented CBTM in the experimental school. The main aspects of CBTM entailed participants’ construction of their own knowledge from the base of prior knowledge and through group learning approach and exploratory talk in which discussions included argumentation, verbalising explanations, justifications and reflections. Participants in experimental school became familiar with the basic principles of CBTI such as group work, which enhanced the construction of conceptual understanding of algebraic concepts. This reduced most of the errors they commit in algebra and elevated their performance in Mathematics. The principal instruments for data collection consisted of a standardised Algebra Concept Achievement Test and lesson observations. The pre-test was used to determine participants’ initial errors in algebra before the intervention. A post-test was given at the end of intervention to ascertain change in participants’ errors in algebra over a four-week intervention period. Using descriptive and inferential statistical techniques, the study found that participants in experimental school significantly reduced their errors in algebra than those in control school. The study showed that CBTM was a more effective pedagogy that improved the errors Grade 11 learners commit in algebra than the TTM. / College of Education / M. Ed. (Mathematics Education)