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This study aims to identify, explore and elucidate the language-learning strategies used by African English second-language learners participating in peer tutoring in Gauteng province, South Africa. Informed by pragmatism, this study was situated in a constructivist epistemology and a relational ontology. Consistent with a constructivist epistemology, Vygotsky’s (1978) sociocultural theory was utilised and adapted for the purpose of this study to reflect a hybridised model which is more suitable for studying the language-learning strategies used by indigenous learners. Using a convergent mixed methods design, a total of 137 second-language learners in Grades 8 and 9 from seven different peer tutoring programmes were purposefully sampled to be part of this study. The data collection methods used for this study were: a quantitative as well as a qualitative questionnaire, focus group discussions and non-participant observation. The findings of this study show that learners use a range of conventional strategies at a high frequency (metacognitive, social, cognitive and affective) while compensation and memory strategies were used at a medium frequency. The qualitative results show that the use of conventional strategies took place in a collectivist manner, which relates to the relational ontology of this study. A significant insight derived from this study is that African second-language learners use a range of indigenous strategies for L2 learning. These strategies include various art forms such as dance, music, poetry and word games. Consistent with the use of humour by many African literary scholars, learners in this study also used humour for downplaying their second-language mistakes, managing emotions and for critical thinking. The use of strategies was shown to be affected by learner motivation, gender, resource availability, identity, home language knowledge and the context in which learners learn. The peer tutoring learning context was shown to be an effective method for scaffolding second-language learning by allowing learners to be taught within their zone of proximal development. I theorise that the use of a hybridised framework that combines both conventional and indigenous knowledge systems should be considered to aid the learning of a second language. This framework lends support for strengthening learners’ home language(s) through translanguaging practices and by valorising learners’ translingual identity. Therefore, it is recommended that policymakers should ensure the inclusion of indigenous knowledge systems in the curriculum and put measures in place for monitoring the effective implementation of these indigenous knowledge systems in the South African curriculum. / Thesis (PhD)--University of Pretoria, 2020. / pt2021 / Humanities Education / PhD / Unrestricted

The umbrella term used in research to imply exposure to the English language outside the classroom is “extramural English”. The impact of the engagement in activities by second language learners of English through extramural activities is generally perceived as positive for language development. The aim of this study is to investigate the perceptions of teachers in Swedish lower secondary school on the influence of online extramural English on the written and spoken English proficiency of students, enrolled in years six till nine, learning English as a foreign language.A qualitative study in the form of an online questionnaire, consisting of open- and closed-ended questions, is used to answer three research questions: 1. What is the overall perspective of English teachers on their students’ proficiency in English and the influence of extramural English? 2. What is the perspective of English teachers on their students’ proficiency in written English and the influence of extramural English? 3. What is the perspective of English teachers on their students’ proficiency in oral English and the influence of extramural English? Teachers clearly believe that oral communication and listening skills benefit more than reading and writing skills from online extramural activities in English.

Social media as a tool in the classroom is not a concept one hears much about. Being that social media is still a relatively new phenomenon, this is not particularly strange. Research surrounding the subject is sparse, but there are several articles that show there being a possible place for social media in the classroom. These studies find that there is a need for educators to be properly informed and make precise decisions regarding how and why they want to use social media in the classroom. In this paper we found evidence that supports the idea that social media can be useful as a tool in the classroom; however, findings show that there are few if any moments of explicit vocabulary learning, and therefore social media should be used more as a motivational tool, resulting in implicit vocabulary acquisition. In order to get proper usage of social media, educators need to conduct their own research, thereby expanding the knowledge of social media as a tool.

Study abroad has been shown to improve students' linguistic and cultural competence, but students who gain their fluency abroad may struggle to adapt to the plethora of regional dialects they encounter in their studies and interactions after they've returned from their study abroad. The researchers of this study posited that learning Spanish in a domestic immersion context may improve a student's flexibility or tolerance for dialectal variation in regard to listening comprehension. Using a detailed survey and multi-dialectal listening assessment, the researchers examined the degree to which Spanish language learners, in this case 183 missionaries, were exposed to a variety of dialects, whether this exposure varied depending on region of study, and whether it affected their ability to comprehend a variety of accents. Significantly higher levels of variation were found in Spain, the U.S., and Canada, possibly due to the higher levels of Hispanic immigration to these regions. A comparison of Spain, the region with the highest average test score, and Mexico, the region with the lowest average test score, showed high practical significance (d=.8), suggesting that high levels of linguistic variation in the region of study may improve listening comprehension of multiple dialects. Pearson correlations between exposure to variation and listening test score were also positive. The researchers believe this is grounds for increased support of immersion programs both domestic and abroad, especially to areas such as Spain with high levels of linguistic diversity.

Children with a migration background already have lower language competencies when they enter preschool than children without, which has an impact on their further language development as well as their acquisition of written language and their further educational biography. The early identification and support of children with special language support needs is of great importance in view of the existing educational inequalities. Likewise, the high number of migrant children in Europe illustrates the need to evaluate and identify factors that have a positive impact on second language acquisition. The present systematic literature review evaluated which types of language support exist, which factors have an influence on it, how the measures influence the language acquisition of children with a migration background, as well as the relationship between language support measures and participation in school. Five databases were extensively searched for available literature, and eight studies were selected that met predefined inclusion criteria. Based on the bio-ecological model of human development by Uri Bronfenbrenner and the Family of Participation-Related Constructs (fPCR) framework, several influencing factors in different systems were identified. Age, quality and quantity of the measures, as well as the commitment and approach of the teachers, are shown to be key factors for successful language support. However, the effectiveness of additive support measures has not yet been proven. In addition, there are adequate instruments for the diagnosis of a special language support need by the pedagogical staff. Consequently, factors were discussed in which way language support has to be changed in order to narrow the language gap between children with a migration background and their classmates. Limitations, practical implications and future research were also presented.

Cooperative learning is a very common working method in grade school. The purpose of this study is to identify the effects that cooperative learning has on students with different abilities. Several articles covering different abilities have been selected for our analysis. During our analysis we observed similarities and differences in the articles and thereby found three main topics for the result section: The effects of early introduction to cooperative learning, cooperative learning form a second language perspective and the teacher’s adaptation for students with learning disabilities. After reading and discussing the results in the articles we come to the conclusion that cooperative learning can be beneficial for every student, if the teacher has the right knowledge and the right understanding of how to use it.

In the year of 2015, 35.000 refugee children arrived to Sweden. In Sweden education is a matter of right, every child has the right to attend school no matter if s/he is a citizen or a refugee. According to the Swedish Curriculum for Compulsory school, all teaching should be adapted to the individual student’s circumstances and needs. The aim of this degree project is to investigate how wordless picturebooks (Silent Books) could be used as a language learning tool in order to promote language acquisition among newly arrived children in Sweden. Firstly, this paper provides an overview of background knowledge, theories and concepts about wordless picturebooks and second language learning. The literature review indicates that the content of the books and the social context is important while learning a language. It also shows that picturebooks can be used in order to grow a cultural understanding among young learners with different cultural backgrounds. In the empirical study we employed semi-structured interviews with people from Sweden, Italy and England. We also carried out field research on Lampedusa, Italy, which included observations and interviews. The major conclusions of this study are that Silent Books is one tool of many, which could be used while learning a language. Silent Books is particular good since it lets the student base her/his language learning in one’s earlier knowledge and experiences as well as language level. The pictures are the starting point, and the learning process starts with what you see in the picture.

Nowadays, many schools around the world are a mixture of children who come from different places and for different reasons. The Swedish school has not been an exception of these mixtures of children who have different identities, cultures, and languages. In 2015, Sweden experienced a high immigration peak compare to the previous years and for this reason, the Swedish school system needed to adapt to the newly arrived children that came into the classroom. The purpose of this research project is to investigate teachers’ experiences and perceptions of meeting the varying needs of recently arrived learners in English teaching in years 4-6. The aim of the thesis is to explore what are the main challenges in teaching English and how the teachers adapt their English lessons and develop methods and strategies for teaching recently arrived pupils.This study was conducted with semi-structured interviews as a qualitative method, with five English teachers who have a complete degree in teaching education, and all of whom have newly arrived children in their classes. Based on analysis of the data, three main conclusions have been drawn in this study. Firstly, all the teachers participating did not know the difference between concepts such as immigrants and newcomers; secondly the teachers do not use a special method or strategies when they teach newly arrived children, and finally, this study shows that the teachers do not know how to face the newly arrived children’s needs, and they do not feel that they have the competence that they need in this field.

Syftet med denna kunskapsöversikt är att få en fördjupad kunskap i modersmålets betydelse för andraspråkselever när det gäller elevernas matematiska utveckling.    Frågan är om kooperativt lärande kan användas som metod för att stärka andraspråkselevers språkliga och matematiska utveckling i klassrummet. Med utgångspunkt i syfte och frågeställning har sökord/sökfraser tagits fram för att kunna göra en systematisk sökning efter relevant och aktuell forskning inom ämnesområdet.    Resultatet är uppdelat i två delar. Första delen tar upp kooperativt lärande i matematiken för att ge läsaren en inblick i hur metoden är uppbyggd. Andra delen går över till språkets betydelse i matematiken för andraspråkselever och vilka faktorer som är avgörande för elevernas språkliga och matematiska utveckling.    Slutsatsen är att andraspråkselevers språk och matematiska kunskaper kan stärkas med hjälp av kooperativt lärande. Detta under förutsättning att metoden utförs på ett strukturerat sätt, att språkliga verktyg utformas samt lärare som är införstådda med och har kunskap om hur kooperativt lärande som metod kan användas i klassrummet.