Abstract  This thesis deals with the linguistic concept of mediation. Although mediation is very common and oc- curs naturally in communication between people, there is no uniform international definition of this linguistic phenomenon. One of the aims of this thesis is to gain clarity about the term and three different definitions of mediation are presented in the theoretical part of the thesis. The Common European Framework of Reference for Languages: Learning, Teaching, Assessing (CEFR) was published by the Council of Europe in 2001 and in the framework, mediation is presented as one of four linguistic activi- ties, alongside production, reception and interaction. In 2018, the CEFR was complemented by a com- panion volume, in which new descriptors for aspects of mediation are presented. The CEFR and the companion volume are documents that have a major influence on the design of curricula and syllabuses for foreign language education in many European countries, to some extent also in Sweden. Neverthe- less, mediation is deliberately omitted from Sweden's school legislation. The reason given for this is that it should be possible to hold lessons solely in the target language (Skolverket 2011b: 11). Transla- tion and interpreting, both aspects of mediation, should therefore not be taught in class. As shown in this thesis many aspects of mediation can however take place within a single language. The result of the text analysis of the Swedish school legislation for the subject German as a foreign language is that some mediation aspects are implemented in the Swedish school legislation, even if they are named differently.

Philosophiae Doctor - PhD / It has been noted by Lin (2013) that studies on multilingual talk, as illustrated by code switching in the classroom, have been repetitive and descriptive, and have for a while not been underpinned by substantially new or different questions (Lin, 2013:15). First, many of the studies in the literature have, for instance, concluded that there is a functional allocation of languages (FAL) in multilingual classroom teacher talk (e.g. Baker, 2012; Martin, 1996; Probyn, 2006, 2014; Jegede, 2012; Modupeola, 2013; Salami, 2008), such that language „a‟ is used for presentational knowledge, and language „b‟ is used for explanatory knowledge, and these claims have not been subjected to sustained scrutiny. Secondly, codeswitching and translanguaging increasingly have been the dominant and exclusive frameworks used, and this has limited the kinds of insights that can be obtained or the kinds of questions that can be posed. Thirdly, where the effects of multilingual teacher talk on students‟ understanding or knowledge are at all captured in studies, such effects have either been based on researcher intuition or have not been the object of sustained empirical demonstration. Fourthly, many studies have assumed merely that it is the configuration of languages that produces claimed effects of multilingual teacher talk, and attention has hardly been paid to repetition of content or to knowledge structure. Fifthly, it is not often the case that studies or findings are presented in a nuanced form that takes into account the possible effect of different subject types, school types or levels of study. Sixthly, and overall, many studies making claims on the effect of teacher‟s code-switching or trans-languaging on students‟ knowledge do not theoretically engage with knowledge, beyond the distinction between presentational and explanatory forms of knowledge, thus illustrating what Maton (2013) regards as “knowledge-blindness” (that is, the paradox of limited engagement with knowledge structures in pedagogical research making knowledge claims). As a result, little is known about how specific units of knowledge are encoded according to categories in a theory of knowledge, how knowledge encodings interface with languages, and how composite knowledge structures-language profiles can be visualised. This study draws on Legitimation Code Theory Semantic and Terminology Theory in order to investigate the interface of language and knowledge in multilingual teacher-talk in science and business studies classrooms in Yola, North-Eastern Nigeria. This focus should make it possible to answer questions such as the following which, though important, have not often been posed on account of the limited engagement in the research on classroom multilingualism with theories of knowledge: a) to what extent is it appropriate to claim that there is a functional allocation of language in multilingual teacher-talk (in which language „a‟ is used for so-called presentational knowledge, and language „b‟ for explanatory knowledge)?; b) what kinds of encodings of knowledge occur in a set of science and business studies lessons?; c) given documented visual patterns of knowledge dynamics emerging from recent research in the sociology of knowledge (e.g. semantic waves, semantic flatlines both high and low, downward shift and upward shift), (Maton: 2013, 2014a, 2014b), what knowledge profiles are observable and how does language use in multilingual teacher-talk map onto these patterns?; d) how are any observed differences in the composite knowledge-language profiles to be explained?; and e) what effects do various language-knowledge profiles have on students‟ understanding of the lesson and on their demonstration of their knowledge? Data for the study was derived from transcripts of audio-recorded multilingual teacher-talk in two subjects (integrated science and business studies) as taught in grades seven and nine in four secondary schools (two private and two public schools) in Yola, North-East Nigeria. Findings show, among others, that it is not always the case that the official classroom language (English) is used for introductory discourses, and the non-official classroom languages are used for explanatory discourses. Findings further reveal that it is not primarily the functional allocation of languages that explains perceptions or empirical claims of enhanced student understanding. We also observed that the number of content iterations, combined with knowledge structures, is an important factor that enhances or explains the performance of students. While this research has paid a lot of attention to teacher talk in the classrooms in two sites in Yola, North-East, Nigeria, where the use of Hausa and Fulfulde languages by the students is mainly in the spoken form, it would be interesting for future research to replicate this type of study in an environment where the non-official language of the classroom is perhaps used more frequently in reading and writing.

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This thesis is structured as a feminist creative endeavour, a practice of self-love that aims at exploring (my) depression as a cultural and social phenomenon caused mainly by an inability to correctly embody swedishness, a constant haunting of a colonial and Colombian past, and the affective dimensions of language. This text is based on autoethnographic material about the experiences of being a Colombian-born migrant in Sweden and uses mainly affect theory and decolonial theory to make sense of these experiences. The thesis showcases my temporal relation to both swedishness and colombianness and how that dimension influences the (re)production of my self, and the consequent “negative feelings” linked to depression I experience. Furthermore, as a creative endeavour following the tradition of WOC feminist writers, this thesis highlights how writing and theorizing can lead to healing.

No description available.

This study aims to deepen the understanding of and contribute knowledge about how preschool teachers work to promote the language development of multilingual children through reading aloud. The following questions are:  What tools do preschool teachers describe that they use when reading aloud to support the language development of multilingual children? How do preschool teachers describe the work in the inclusion of multilingual children in reading aloud in preschool? In this study, a qualitative method has been used to get closer to the preschool teachers' perspectives and thoughts through semi-structured interviews. The study's theoretical point of departure is the socio-cultural perspective where mediation and scaffolding are used as two central concepts as well as translanguaging as theory. In the results of the study, it appears that the preschool teachers describe different tools and methods that include, among other things, AAC (augmentative and alternative communication), image analysis, choosing a suitable book, smaller groups of children, collaboration with others children and digital resources such as Polyglutt. The analysis method that has been used in the study to analyze the material is a thematic analysis. The results of the study also show that the preschool teachers describe their way of working with the inclusion of multilingual children based on the different opportunities and obstacles they encountered during reading aloud with multilingual children. / Denna studie syftar till att fördjupa förståelsen av och bidra med kunskap om hur förskollärare arbetar med att stötta språkutvecklingen hos flerspråkiga barn genom högläsning. Följande frågeställningar är: Vilka verktyg beskriverförskollärare att de använder vid högläsning för att stötta språkutvecklingenhos flerspråkiga barn? Hur beskriver förskollärare sitt arbetssätt medinkluderingen av flerspråkiga barn vid högläsning i förskolan? I denna studie har en kvalitativ metod använts för att komma närmre förskollärarnas perspektiv och tankar genom semistrukturerade intervjuer. Studiens teoretiska utgångspunkt är det sociokulturella perspektivet där mediering och scaffolding används som två centrala begrepp samt transspråkande som teori. Analysmetoden som tillämpats i studien för att analysera datamaterialet är en tematisk analys. Resultatet visar att förskollärarna använder olika verktyg såsom TAKK, bildanalys, val av lämplig bok, mindre barngrupper, samarbete med andra barn och digitala resurser som Polyglutt under högläsning. Studiens resultat visar även på att förskollärarna beskriver sitt arbetssätt med inkludering av flerspråkiga barnutifrån vilka olika möjligheter och hinder som de stött på under högläsning med flerspråkiga barn.

Language is a crucial means of gaining comprehension of Physics content as well as providing correct answers to Physics questions and explanations of Physics phenomena. Therefore language determines the academic achievement of Physics learners. Consequently, language diversity plays a pivotal role in the outcomes of education in a multicultural society such as South Africa. The research reports on the role played by language in the academic performance of learners whose language of instruction is different from their home language. A mixed method approach was used in which the participants were assigned to either the control or experimental group. Intervention was provided to the experimental group in form of Physics lessons in the learners’ home language. The mixed method approach was used to elicit responses from a sample of 40 learners on the role of language in the learning and teaching of Physics to learners whose home language is different from the language of learning and teaching. Data was collected from 3 written tests (an English Language Proficiency test, pre- and post- tests) and interview responses. The sample comprised 24 girls and 16 boys aged between 15 and 17 years. Quantitative data was analysed using R- computing while interview responses were analysed using Glᾰser and Laudel’s model. A paired t- test revealed statistically significant difference in the academic performance of the two groups in the post- test in favour of the experimental group which had been afforded intervention. The results of this study show that translanguaging approaches, where languages of input and output are deliberately interchanged, proved to be a valuable pedagogical strategy as learners got the chance to learn in their home language leading to an improvement in their academic performance in Physics. The findings of this research are in line with some previous research which demonstrated that the use of learners’ home language is a social practice that goes beyond the four walls of the classroom. The use of pedagogies that embrace multilingualism is therefore highly recommended in 21st century Physics classes. / Curriculum and Instructional Studies / D. Ed. (Didactics)

Cotutelle Université de Montréal - Université Grenoble Alpes / Des vagues d’immigration successives ont fait du Québec le lieu d’une importante diversité linguistique et culturelle. Ainsi, de nombreux élèves bi/plurilingues sont maintenant scolarisés dans les classes ordinaires des écoles francophones québécoises, notamment au secondaire. Pour ces élèves, l’apprentissage de l’écriture est bien souvent un défi de taille. L’apprentissage de l’orthographe grammaticale (OG) du français, plus spécifiquement, constitue un obstacle important au développement de leur compétence à écrire. Cet obstacle se présente d’ailleurs pour l’ensemble des élèves scolarisés dans cette langue. Les accords verbaux et adjectivaux de même que le choix des terminaisons verbales en /E/ sont entre autres la source de difficultés marquées (Brissaud, Chevrot et Lefrançois, 2006 ; Manesse et Cogis, 2007). La présente recherche doctorale vise donc à contribuer à l’identification de dispositifs favorisant l’apprentissage de l’OG française d’élèves bi/plurilingues scolarisés en classe ordinaire au secondaire en milieu pluriethnique et plurilingue. Conçues en réponse aux difficultés des élèves en contexte de langue première, certaines interventions tendent à avoir des effets positifs sur leur apprentissage de l’OG, telles que les dictées métacognitives (Nadeau et Fisher, 2014) et une approche intégrée d’enseignement de l’orthographe (Allal et al., 2001). Dans notre thèse, nous avons conçu un dispositif qui s’inspire de ces interventions et, afin de prendre en compte les spécificités des milieux scolaires pluriethniques et plurilingues, nous avons intégré des approches plurilingues à ce dispositif. Ces approches sont susceptibles d’engager les élèves bi/plurilingues dans leurs apprentissages et de favoriser le développement de capacités métalinguistiques, en plus de soutenir d’éventuels transferts entre les langues (Cummins, 2009 ; de Pietro, 2003 ; Moore, 2006). C’est ainsi que nous avons conçu un « dispositif plurilingue » d’enseignement de l’OG française. Ce dispositif allie la production de textes identitaires plurilingues (Cummins et Early, 2011) et la mise en œuvre de dictées métacognitives soutenues par des approches plurilingues, qui prennent la forme d’activités d’éveil aux langues (Armand, 2014 ; Auger, 2014) et de pratiques translinguistiques (Candelier et de Pietro, 2008 ; García et Kano, 2014). Nous avons testé l’hypothèse selon laquelle ce dispositif plurilingue favoriserait le développement de la compétence des élèves en OG en français. À cette fin, nous l’avons mis à l’essai auprès d’élèves bi/plurilingues de première secondaire (groupe expérimental 1 ; n = 79), puis nous avons comparé ses effets avec ceux d’un « dispositif monolingue » d’enseignement de l’OG (groupe expérimental 2 ; n = 70), qui allie approche intégrée et dictées métacognitives, en français seulement, et avec ceux de pratiques habituelles d’enseignement de l’OG (groupe contrôle ; n = 46). Nous avons évalué la compétence en OG de l’ensemble des élèves au moyen d’une dictée et d’une production écrite guidée. Des entretiens métagraphiques réalisés auprès d’un nombre ciblé de participants des trois groupes (au total, n = 24) ont également permis une compréhension plus fine de l’évolution de leurs procédures graphiques. La passation de ces outils s’est effectuée à trois reprises: avant l’intervention (prétest), immédiatement après l’intervention (posttest immédiat) et cinq semaines après l’intervention (posttest différé). Au terme de notre recherche, nous constatons que le dispositif plurilingue apporte une contribution significativement plus grande au développement de la compétence en OG en français que des pratiques habituelles d’enseignement de l’OG. De plus, ce dispositif contribue tout autant, voire plus, à ce développement que le dispositif monolingue, alors que les effets propres au dispositif plurilingue se présentent notamment sous la forme d’un ancrage des apprentissages des élèves dans la durée. En effet, au posttest différé, seules les performances globales à la dictée des élèves du groupe expérimental1 sont significativement supérieures à celles des élèves au groupe contrôle. Quant aux performances globales à la production écrite guidée, celles des élèves des groupes expérimentaux 1 et 2 sont significativement supérieures à celles des élèves du groupe contrôle. Enfin, au moyen des données tirées des entretiens métagraphiques, nous constatons l’existence d’un lien entre les plus grands progrès dans les performances globales des élèves des groupes expérimentaux 1 et 2 et l’augmentation du recours à des procédures morphosyntaxiques et à des procédures de remplacement, une tendance qui ne se dégage pas des résultats obtenus dans le groupe contrôle. / Successive waves of immigrants have turned the province of Quebec into a place of great linguistic and cultural diversity. Thus, many bi/plurilingual students are now attending regular classes in Quebec’s French-language schools, particularly in high school. For these students, learning to write is often a challenge. The grammatical morphology (GM) of French, more specifically, constitutes an important obstacle to the development of their writing skills, an obstacle shared by all students of French regardless of their mother- tongue. Verbal and adjective agreements as well as the choice of verbal endings in /E/ are some of the greatest difficulties (Chevrot, Brissaud & Lefrançois, 2006; Manesse & Cogis, 2007). The present doctoral research aims to contribute to the identification of approaches promoting the learning of the French GM of bi/plurilingual students attending regular high school classes in a multi-ethnic and multilingual environment. In order to address students’ difficulties in a first language learning context, certain teaching practices, such as an integrated approach to teaching spelling and metacognitive dictations, tend to have positive effects on students’ GM development (Allal et al., 2001; Nadeau & Fisher, 2014). In our thesis, we designed an approach inspired by these practices. Furthermore, in order to take into account the specificities of multi-ethnic and multilingual school environments, we integrated plurilingual pedagogical practices to this approach. Those practices are likely to engage bi/plurilingual students in their learning and to promote the development of metalinguistic abilities, in addition to supporting possible transfers between languages (de Pietro, 2003; Moore 2006; Cummins 2009). Thus, we tailored a “plurilingual approach” for teaching French GM. This approach combines the writing of plurilingual identity texts (Cummins & Early, 2011) and metacognitive dictations supported by plurilingual pedagogical practices. Those practices consisted of language awareness activities (Armand, 2014; Auger, 2014) and translinguistic practices (Candelier & de Pietro, 2008; Garcia & Kano, 2014). We verified the hypothesis according to which our plurilingual approach would promote the development of student’s GM in French. To this end, we tested this plurilingual approach with bi/plurilingual first-year secondary students (experimental group 1, n = 79). We then compared its effects with those of a “monolingual approach” for teaching French GM (experimental group 2, n = 70), which combines an integrated approach of teaching spelling and metacognitive dictations, in French only, and with those of usual GM teaching practices (control group, n = 46). We assessed the GM skills of all students through a dictation and a guided written production. Metagraphic interviews with a targeted number of participants from all three groups (in total, n = 24) also provided a deeper understanding of the evolution of their graphical procedures. These data collection tools were used three times: before the experimentation (pre-test), immediately after the experimentation (immediate post-test) and five weeks after the experimentation (delayed post-test). At the end of our research, we found that the plurilingual approach makes a significantly greater contribution to the development of GM in French than usual teaching practices. Moreover, this approach contributes as much, if not more, to this development as the monolingual approach, while the effects specific to the plurilingual approach involve the rooting of the skills learned by students over time. Indeed, at the delayed posttest, only the dictation overall performances of students in experimental group 1 are significantly higher than those of students in the control group. As for written production overall performances, both those in experimental groups 1 and 2 are significantly higher than those in the control group. Finally, using data from the metagraphic interviews, we find a link between the greatest progress in the overall performances of students in experimental groups 1 and 2 and the increase in the use of morphosyntactic procedures and substitution procedures, a trend that does not emerge from the results obtained in the control group.

This master thesis researches the possibility for the established musicals to reach via translanguaging to new audiences of underrepresented language groups. The essay focuses on the musical In the Heights and the Spanglish fenomenon. The tools given can be used as a tool for any cultural and group including activities. There are suggestions on how to handle the dramaturgy and how to elaborate the scripts without using translations and text machines on stage. It also reflects on what hurdles and difficulties you might find during the process. It touches the subject of cultural appropriation, stereotypes and how to avoid and deal with these matters in a respectful way.