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PhD (English) / Department of English / This research assesses how the choice of a particular medium of instruction supports Primary Class Three (P.3) pupils’ academic performance in literacy. The need for this research has been occasioned by the inconsistencies that exist in Ghana’s language-in-education policy. The current language-in-education policy allows for only the dominant language of the community, in which a school is situated, to be used as medium of instruction, even when pupils speak different languages in one P.3 classroom. The research adopts a mixed methodology approach and uses purposive sampling technique to select a total sample of 317 participants. This number comprises pupils, teachers, parents and other stakeholders in education from 8 schools within 3 municipalities in the Greater Accra region of Ghana. Five (5) of the schools use English medium of instruction and three (3) schools use Ghanaian language or mother-tongue. Data collection tools for the research are interviews, participant’s observations, video recordings and diagnostic tests. The main finding, based on the test results of the research, establishes that when mother-tongue and English are compared as mediums of instruction from Kindergarten One (KG1) up to P. 3, there is no significant difference pupils’ academic results in literacy. In view of this, the research advocates for further debate on other factors that support pupils academic performance in literacy, in addition to mother-tongue and English medium of instruction in lower primary schools.

Introduction: The Modified Mallampati Tongue score is a quick and reliable method commonly used in anesthesiology to assess airway patency and predict the ease of intubation. Modified Mallampati Tongue scores range from I – IV with higher Mallampati scores being associated with more difficult intubations as well as increased sleep-disordered breathing, such as obstructive sleep apnea. The Mallampati Tongue score is determined by visibility of the oropharynx when the mouth is opened as wide as possible with the tongue maximally protruded and is directly affected by the position of the tongue. The tongue is an influential muscle to the craniofacial complex; it plays an essential role in the development of the dentoalveolar structures, and its position affects airway volume which influences natural head posture, which influences craniofacial growth. Objective: The primary aims of this study were to identify if any associations exist between Modified Mallampati Tongue scores (I-IV) and 1) craniofacial sagittal and vertical relationships of the jaws and 2) craniofacial head posture (including the postural relationships of the cervical vertebrae, hyoid bone, cranium, and tongue). A secondary aim was to identify if any associations exist between Modified Mallampati Tongue score and age, sex, or race/ethnicity. Methods: This retrospective study included 400 subjects from the Temple University Kornberg School of Dentistry Department of orthodontics who had pre-orthodontic treatment diagnostic records obtained from June 1st 2020 through September 1st 2021. Each patient’s Modified Mallampati Tongue score (I-IV) was recorded in an intraoral photograph of maximum mouth opening with tongue protrusion. All lateral cephalograms were traced in Dolphin Imaging and Amira Morphometrics Software by two examiners tracing 200 subjects each. The craniofacial morphological features were analyzed through the Steiner, Wits, and McNamara analyses for assessment of the sagittal relationships of the maxilla and mandible and by the Jarabak analysis for assessment of the vertical relationships and divergence. Craniofacial head posture was assessed through an analysis that represents the postural relationships of the cervical vertebrae, cranium, length/height of the tongue, and position of the hyoid bone. For statistical analysis, One-way ANOVA, Pearson’s correlation, and Chi-square tests were conducted. Probability values of <0.05 were considered significant. Results: Overall, this study included 400 subjects with ages ranging from 7-73 years old (mean age of 17.99 years), of which there were 288 females (72%) and 112 males (28%). Of the 400 subjects, 60% (241) were African American, 32% (127) Hispanic, 7% (26) Caucasian, and 2% (6) Asian. The most prevalent Modified Mallampati Tongue Score was III (142 subjects, 36%). Out of all of the craniofacial morphology and head posture variables compared against Modified Mallampati Tongue scores (I-IV), significant findings from the one-way ANOVA tests included vertical position of the hyoid bone to the neck, vertical position of the hyoid bone to the mandible, ANB, and Wits values. Higher Mallampati Tongue scores were associated with higher ANB and higher Wits values. Greater Mallampati scores were associated with increased vertical distance of the hyoid bone to the mandible and to the neck, meaning a lower position of the hyoid bone. In addition, correlations that were statistically significant given a 95% confidence interval, included significant positive correlations between Mallampati Tongue score and increased ANB, Wits, and distance of the hyoid to the mandible and to the neck. Pearson’s Correlation Index also showed a significant negative correlation between Mallampati Tongue scores and craniofacial morphology values for SNB and pogonion to nasion-perpendicular, showing that increased Modified Mallampati Tongue scores correlate with more retrognathic mandibles. When evaluating the results of the Chi-Square analyses, there were no significant differences between Modified Mallampati Tongue score and race/ethnicity or age, but there was a significant difference between genders showing that women were more likely to have lower Mallampati Tongue scores than men. Inter-examiner and intra-examiner reliability for the craniofacial head posture measurements, craniofacial morphology measurements, and Modified Mallampati Tongue scores were excellent (correlation coefficients: 0.84 – 0.99). Conclusions: This study reveals that a higher Modified Mallampati Tongue score correlates with higher ANB and Wits values, meaning that higher Modified Mallampati Tongue scores are associated with a Skeletal Class II relationship of the jaws, which could be due to retrognathic mandibular growth. In addition, a higher Modified Mallampati Tongue score is significantly associated with increased distance of the hyoid bone to the mandible and to the neck. This study also found women more likely to have lower Modified Mallampati Tongue scores than men. The results of this study allude to the potential for Mallampati Tongue scores to be used as predictors of Class II skeletal sagittal growth which would ultimately help with orthodontic treatment planning decisions and enhance overall treatment outcomes. / Oral Biology

Much of speech kinematics research is conducted by attaching a device to the articulators. However very little research has been conducted to determine what influence these devices may have on the perceptual and acoustic characteristics of speech. This study examined the effect of placing a small magnet on the tongue of ten normal adult speakers while reading a sentence containing /s/ and "sh" in initial, medial and final position. Two different placements of 10 and 15 mm from the tip of the tongue were analyzed. Data were taken before magnet placement, immediately after magnet placement, after 5 minutes of conversation, and after an additional 10 minutes of conversation. The acoustic output was analyzed using spectral moments analysis (spectral mean, variance, skewness, and kurtosis). Changes in spectral mean and variance were found for "sh" as a result of magnet placement, which was characterized by an interaction effect between condition and the word position of the target fricative. In addition, significant changes in spectral mean were found for /s/ and "sh" as a result of magnet position. Although results from the present study indicated that there were some acoustic changes in fricative productions with a marker attached at midline, the spectral changes were not consistent or pervasive, and speakers were able to adapt to the presence of the magnet in a relatively short amount of time.

Syftet med uppsatsen är att få en djup förståelse kring pedagogers förhållningssätt till flerspråkighet.

The study was aimed at investigating challenges hampering mother-tongue education with special reference to Afan Oromo in the Eastern Hararge Zone, the Oromia Regional State, Ethiopia. The study mainly explored the available learning materials and the skilled teachers in mother-tongue education, attitudinal factors, the extent of stakeholders’ support for mother-tongue education, parents’ education and their awareness about education through mother tongue and parent school involvements. In the study, the researcher used a mixed method approach in which both quantitative and qualitative research designs were employed to corroborate the data obtained through one method by using other methods to minimise limitations observed in a single design. In the quantitative design, survey questionnaires were employed. Accordingly, 634 primary school teachers and 134 students were randomly selected and asked to fill the questionnaires. These quantitative data were analysed through the SPSS software and responses were analysed using the percentages and the chi-square. Qualitative data obtained through in-depth interviews and observations were analysed using thematic approaches. Documents on education policy, constitutions of the country and reports of the Ministry of Education of Ethiopia were also consulted and integrated with the analyses of the data. The study generally suggests unless strong political and administrative supports are given and public awareness about the mother tongue use in education and development is created, the effort to make Afan Oromo the language of education, intellectuals and development may remain fruitless. In this respect, all the stakeholders, intellectuals and leaders must work together to overcome challenges and dilemmas that impede the implementation of mother-tongue education. The practical works on the ground should match with the language policy of the country. Popular awareness raising activities and mobilization of the communities should be carried out carefully to involve all the communities / African Languages

This qualitative study looks into some Kenyan school teachers strategies in the multilingual environment they work in. The school of this study uses a foreign language as the medium of instruction, instead of the mother tongue culturally spoken by both teachers and students. It presents some of the strategies observed and at the same time looks closely into the possible positive and negative outcomes it has on the students learning. It also looks into the reason for why the medium of instruction is another than mother tongue and the cultural effects of this. By observations and interviews data has been collected and presented aiming to show the teachers thoughts about their working situation, and also their thoughts about their role in the classroom.

In finding ways to help students achieve their goals and become productive members of society, mere categorization of students as successful or unsuccessful is insufficient. Hence, in this report, I explore the literature to understand the connections between the construct of underachievement and other such aspects as motivation, anxiety, attitude, cognitive ability, self-efficacy, and learning strategies that are also related to underachievement and may play a crucial role in its reversal. I propose an organization of a lesson plan based on the use of the mother tongue in order to reverse low achievement while specifically delving into the Indian context when learning English as a second language. / text

This study is a qualitative action research that I have undertaken with four teachers in the college where I work, for the purpose of improving curriculum delivery and student services to our majority multilingual student body. Based on my research in a public school board with Grades 4 to 12 students where I learned that mother tongues (L1s) are valued by students as scaffolds to their learning of English (L2) I proceeded to explore L1/L2 curriculum delivery with adult community college students whose prior learning is encoded in their mother tongues. I explored the possibility of legitimizing the use of students’ mother tongues in college classrooms as scaffolds to their acquisition of their L2. There were three phases to this study. Through these three phases of the study I sought to understand the impact of this multilingual pedagogical approach on the students’ learning experience, academic engagement and identity formation. In phase 1, I worked with 90 English as a Second Language (ESL) students whom I surveyed to determine their levels of understanding of our English-only curriculum delivery and student services. In phase 2, I worked with three English for Academic Purposes (EAP) students and interviewed them to explore their reaction to their teacher’s allowing them to use their mother tongues in class as part of pedagogy. In phase 3, I worked with 19 EAP students and interviewed them in focus groups to explore more deeply their learning experience, academic engagement and identity formation in two college classrooms where their mother tongues were part of everyday pedagogy. On the basis of the findings of this study I argue that the creation of space for students’ mother tongues in college classrooms is an ethical imperative since their mother tongues are integral components of their identities and all of their prior learning and life experiences are encoded in their mother tongues. Overall the findings highlighted bilingual students’ perceptions that their L1s constituted an important scaffold for their learning of English. Students’ comments also expressed their sense of the centrality of L1s to aspects of their identity.

Research and the literature show that there is a culture of failure in science subjects in South African schools. Among many factors responsible for this state of affairs, it is assumed that lack of language proficiency in the Language of Learning and Teaching (LoLT) could be the cause. Studies indicate that mother-tongue learning is key to better academic performance in schools. The question of which language should be used as the LoLT in South African schools is a hugely debated issue. Arguments regarding this debate centre around two main issues, namely, the Language in Education Policy (LiEP) and psycholinguistic theories. Means have to be sought to address the issue of poor academic performance by learners in these schools. One of the central areas which needs attention to improve learners academic performance in these schools is learner comprehension. An empirical research study was done in an attempt to determine whether mother-tongue subtitling would improve learners‟ comprehension of science. A total of 93 Grade 12 learners from two schools in one township were used in this study. The participants were divided into two equivalent groups: one group watched and listened to mother-tongue subtitled science content material, and the other group watched and listened to the same science content material that was not subtitled. Both groups then wrote a physical science comprehension test after watching and listening to the video. This process was repeated over a period of six weeks during which one lesson was given and one video was shown each week. The comprehension test questions were divided into the recall and understanding domains. The results of this experiment revealed that mother-tongue subtitling improved the science comprehension of learners in as far as recall is concerned. / MA (Language Practice), North-West University, Vaal Triangle Campus, 2013