Yann Apperry’s third novel, Diabolus in musica, is a pastiche of diabolic and gothic tropes that tells of a musical genius who composes a ballade that kills. Resurrections, doppelgangers and triads are reoccurring themes. Although the narrator kills his doppelganger on the first page, the name of this double, Lazarus, haunts the narrative with the threat of resurrection. Similarly, the threefold tritone, the “diabolus in musica,” is not only echoed in the numerical structure of Apperry’s novel but also in the familial triad: the father’s presence is dark and demoniac, provoking the cruel music that the son in turn forces onto the exterior world; the mother is a ghostly distillation of the Eternal Feminine. In terms of comparative readings, Diabolus can be read alongside Suskind’s Perfume as the Bildungsroman of an outsider raised without love who turns astounding genius to homicidal ends. It shares narrative and structural similarities with Mann’s Doctor Faustus: each tells of a prodigy who composes music and a faithful sidekick who composes narrative; each arranges his novel according to number. Nabokov’s influence on Apperry’s work is also significant; many parallels are to be found with his third novel, The Defense. Approaches to translation diverge according to their foundational conceptions of language: do we create language or does language create us? To conclude the former is to adopt an approach that focuses on the meanings of source texts while to conclude the latter is to focus more on their formal properties. Caught between these differing conceptions, the translator must choose between domestication and foreignization; I favour the latter for literary translation. I define the literary through a reading of the aesthetic in Dauenhauer and Kristeva, and then I review the arguments that Benjamin, Derrida, Berman and Venuti make in favour of word-based translation. From this I conclude that translation can, in refusing to hide its foreign origins, lead readers into the unknown territory of a strange language, author and text, where they become strangers, and where their language and culture become foreign. With this partial translation of Diabolus, I seek to provoke such an encounter with foreignness.

Yann Apperrys third novel, Diabolus in musica, is a pastiche of diabolic and gothic tropes that tells of a musical genius who composes a ballade that kills. Resurrections, doppelgangers and triads are reoccurring themes. Although the narrator kills his doppelganger on the first page, the name of this double, Lazarus, haunts the narrative with the threat of resurrection. Similarly, the threefold tritone, the diabolus in musica, is not only echoed in the numerical structure of Apperrys novel but also in the familial triad: the fathers presence is dark and demoniac, provoking the cruel music that the son in turn forces onto the exterior world; the mother is a ghostly distillation of the Eternal Feminine. In terms of comparative readings, Diabolus can be read alongside Suskinds Perfume as the Bildungsroman of an outsider raised without love who turns astounding genius to homicidal ends. It shares narrative and structural similarities with Manns Doctor Faustus: each tells of a prodigy who composes music and a faithful sidekick who composes narrative; each arranges his novel according to number. Nabokovs influence on Apperrys work is also significant; many parallels are to be found with his third novel, The Defense. Approaches to translation diverge according to their foundational conceptions of language: do we create language or does language create us? To conclude the former is to adopt an approach that focuses on the meanings of source texts while to conclude the latter is to focus more on their formal properties. Caught between these differing conceptions, the translator must choose between domestication and foreignization; I favour the latter for literary translation. I define the literary through a reading of the aesthetic in Dauenhauer and Kristeva, and then I review the arguments that Benjamin, Derrida, Berman and Venuti make in favour of word-based translation. From this I conclude that translation can, in refusing to hide its foreign origins, lead readers into the unknown territory of a strange language, author and text, where they become strangers, and where their language and culture become foreign. With this partial translation of Diabolus, I seek to provoke such an encounter with foreignness.

The study analyzed activities of Spanish Level 1 textbooks used in high school to determine the extent to which they incorporate some of the most respected theories of communicative language learning, in particular the theories of Krashen, Swain, Long and Nunan. Five well known Spanish books were chosen: Realidades, Exprésate, Así­ se dice, Avancemos, and Aventura. For each book, Chapter 2 and Chapter 5 were chosen to be evaluated by two raters. The activities in these chapters were analyzed according to four criteria derived from the abovementioned theories. Results suggest that textbooks may not be in alignment with major theories of how language is acquired. The majority of the activities may fall under the category of meaningless drills, which it is claimed do not contribute to acquisition of a second language.

The main purpose of this essay is to study how classroom interaction can take place in a class for Second Language Learners (SLL).1 I have applied a case study methodology on a linguistic method used by a Teacher in Swedish as Second Language working on a primary school situated in the Southern suburbs of Stockholm. The learning method is based on extensive reading of books which comprehend several learning techniques organized into a process that support the development of linguistic skills such as discussing in a group, writing, reading and thinking in a second language. The methodology applied is based on observations, on an interview with a Teacher in Swedish as Second Language and on a questionnaire answered by 11 students that participated on “Boksamtal”. Based on a theoretical framework about socio cultural theories on learning and scaffolding,2 I attempt to integrate theory and practice to investigate how the Teacher succeed on applying effective methods for second language learning. Through the analyses of the data is also my intention to emphasize the advantages and disadvantages of such a method. In order to clarify the analysis I have identified two different kind of scaffolding: the Teacher-Student interaction and the scaffolding that creates through the learning methods on “Boksamtal”. The results of the analysis shows that a school organization that affirms the student’s identities, has a well organized program based on context-embedded teaching with a combination of different forms of scaffolding succeed to generate critical language awareness and cognitive skills. On the other hand I found several points that are worth attention such as the a lack of cooperation between the mother tongue Teachers and the other Teachers of the school, and the importance of choosing appropriated books on which the students can easily relate to. Furthermore I found two points that need deeper reflection, which strategies can be used for shy students that do not produce a word and how can the school find adequate support for a second language student born in Sweden who has not attained the expected level. 1 Cummins 2001: 3262 Gibbons 2006: 29

The primary aim ·of this investigation was to determine the influence of English second language instruction and English proficiency on the performance of Zulu children at Indian schools. A study into first and second language acquisition was undertaken, including the theories of second language acquisition. The empirical investigation entailed the collection of data through questionnaires. The null hypotheses were then tested using the chi-square test. The research results show that the academic performance of Black children at Indian schools is influenced by English second language instruction and English proficiency.. It is also evident that early exposure to the English language has a tremendous influence on their performance. Black children transferred from a mother tongue medium school to an English medium school, during the junior primary phase, are found to be at a disadvantage compared to their English-speaking peers due to limited proficiency in the language of instruction. / Psychology of Education / M.Ed. (Psychology of Education)

How we approach a poem changes it. Recently, it has been suggested that one readerly approach - a bodily orientation characterised by distance, suspicion, and resistance - risks becoming reflexive, pre-conscious, and predominant. This use-oriented reading allows us to destabilise, denaturalise, dissect, defend, and define poetic texts through its manifestation in contemporary literary critique, yet it is coming to be regarded as the sole manner and mood of intelligent, intellectual engagement. In this thesis, I demonstrate the need to pluralise this attentive orientation, particularly when it comes to contemporary lyric poetry. I suggest how an overlooked mode of response might foster a more receptive mode of approach: the 'co-creative' response. Lyric poems mean to move us, and they come to mean by moving us. Recent 'simulation theories of language comprehension', from the field of cognitive neuroscience, provide empirical evidence that language processing is not a product of a-modal symbol manipulation but rather involves 'simulations' by certain classes of neurons in areas used for real-world action and perception. As habituation and abstraction increase, however, these embodied simulations 'streamline', becoming narrow schematic 'shadows' of once broad, qualitatively rich simulations. Poems, I suggest, seek to reverse this process by situationally novel variations of language, coming to mean in the broadly embodied sense in which real-world experiences 'mean'. Readers are asked to 'enact' the poem, to 'co-create' its meaning. Where critique traditionally requires that readers resist enactive participation in the aim of objective analysis, the co-creative response - a response 'in kind' by imitation, versioning, or hommage - asks readers to receive and carry forward the enactive unfolding of a poem with a composition of their own. I assert that, by thus responding with - rather than to - poems, we might foster an attentive stance of active receptivity, thereby coming to understand poems as the enactive phenomena they are.

The primary aim ·of this investigation was to determine the influence of English second language instruction and English proficiency on the performance of Zulu children at Indian schools. A study into first and second language acquisition was undertaken, including the theories of second language acquisition. The empirical investigation entailed the collection of data through questionnaires. The null hypotheses were then tested using the chi-square test. The research results show that the academic performance of Black children at Indian schools is influenced by English second language instruction and English proficiency.. It is also evident that early exposure to the English language has a tremendous influence on their performance. Black children transferred from a mother tongue medium school to an English medium school, during the junior primary phase, are found to be at a disadvantage compared to their English-speaking peers due to limited proficiency in the language of instruction. / Psychology of Education / M.Ed. (Psychology of Education)

This study investigated the implementation of National Curriculum Statement’s English First Additional Language in three rural primary schools in Northern Cape Province. The focus of the investigation was on English First Additional Language learning, teaching and assessment in grade four. The purpose was to evaluate class activities in order to determine the level of achievement in English, and to establish whether classroom practices were being informed by National Curriculum Statement policy for English First Additional Language. The study employed a qualitative case study approach, using classroom observation and document analysis research tools. The findings revealed that the learners lacked literacy skills because they were not engaged in suitable and meaningful tasks to meet their linguistic needs. Most activities given to the learners were irrelevant, and not age, grade and language level appropriate. There was no evidence of communicative, text-based, reading and process writing activities in the learners’ portfolio files. It was also discovered that teaching, learning and assessment did not conform to National Curriculum Statement policy for English First Additional Language and the principles of OBE methodology. Recommendations to address the problems are proposed.

This thesis reports a collective case study of the school educational experiences of five severely and profoundly deaf students who were enrolled in regular schools in rural areas of New South Wales. The students ranged in age from 6 to 18 years. Three issues were examined: (1) The impact of the philosophy of inclusive education and the question of why students with high degrees of deafness and high support needs were enrolled in regular schools in rural areas; (2) The specific linguistic an educational support needs of deaf students; and (3) The ability of the regular schools and teachers to cater for the educational needs of the deaf students in those settings. The case studies revealed that to considerably varying extents in different situations, the students were afforded inclusive educational opportunities. The extent of inclusiveness of students’ educational experiences was shown to vary according to a number of variables. The variables identified included: the type and quality of communication with the deaf student, teaching style, accessibility of content, particular lesson type, and the type and extent of curriculum adaptations employed. As a result of the analysis of the data from the five cases, a number of generalistions were possible. These generalisations were that (a) students with the ability to access spoken communication auditorily were more easily included than students using manual communication; (b) reduction of linguistic and academic input occurred as a response to student inability to access class programs because of reduced linguistic capabilities, resulting in the deaf students receiving different and reduced information to the hearing students; (c) communication between a deaf student and his or her class teacher needed to be direct for the most successful inclusion to occur; (d) teaching style needed to be interactive or experiential for successful language learning and literacy development to occur; (e) curriculum adaptations needed to involve provision of visual support for lesson material to be highly effective; (f) lessons/subjects easily supported by visual means, such as mathematics or practical subjects, when taught hierarchically, going from the known to unknown in achievable steps, meant teaching style could be either transmission or interactive, for lesson activities to be considered inclusive; (g) students with poor literacy skills were unable to successfully access an intact (i.e., unaltered and complete) high school curriculum; (h) the teaching style of the class teacher impacted on the support model possible for the itinerant teacher; (i) an interactive class teaching style allowed for cooperative teaching between class teacher and itinerant teacher who could then assist the class teacher with both the linguistic and academic needs of the deaf student; (j) a transmission style of teaching resulted in various levels of withdrawal for the deaf student unless the subject matter could be represented visually; (k) when curriculum content or expected outcomes were reduced, the deaf students did not have the same access to information as their hearing counterparts and consequently could not develop concepts or understandings in the same manner; and (l) language and literacy development were most facilitated when interactive teaching opportunities were established proactively for the deaf students rather than through the reduction of content as a response to their failure to successfully engage with the complete curriculum. The conclusions suggest an alternative support proposal for deaf students in rural environments. The model of support proposed involves the targeting of specific preschools and primary schools with the provision of teachers identified to teach collaboratively and interactively. Under the proposed model several students with impaired hearing would be located within the one school with the itinerant teacher position becoming a full-time appointment in that school. Such a model would enable coenrolment, co-teaching, co-programming, creative grouping, and the provision of demonstration opportunities and support for other teachers within the school and district that had deaf students enrolled. Finally, interactive teaching, based on a clearly defined theoretical model of language acquisition, development, and learning, is recommended for students with impaired hearing in such environments. It is argued that the support of linguistic development and academic learning could be facilitated concurrently, thus ensuring that by the time students had reached high school they would possess sufficient literacy skills to access a regular high school program successfully. / PhD Doctorate

This study investigated the implementation of National Curriculum Statement’s English First Additional Language in three rural primary schools in Northern Cape Province. The focus of the investigation was on English First Additional Language learning, teaching and assessment in grade four. The purpose was to evaluate class activities in order to determine the level of achievement in English, and to establish whether classroom practices were being informed by National Curriculum Statement policy for English First Additional Language. The study employed a qualitative case study approach, using classroom observation and document analysis research tools. The findings revealed that the learners lacked literacy skills because they were not engaged in suitable and meaningful tasks to meet their linguistic needs. Most activities given to the learners were irrelevant, and not age, grade and language level appropriate. There was no evidence of communicative, text-based, reading and process writing activities in the learners’ portfolio files. It was also discovered that teaching, learning and assessment did not conform to National Curriculum Statement policy for English First Additional Language and the principles of OBE methodology. Recommendations to address the problems are proposed.