The fact that English is not only a widespread foreign language,a recognized lingua franca in Sweden but even one of the major subjects at Swedish secondary school promotes its acquisition at all levels of everyday life. The increasing mobility of the world population has resulted in a unique situation when English is acquired as L3 by many students. In secondary schools English teachers daily meet students whose native language is not Swedish. The palette of the students' native languages is colourful and diverse: Polish, Arabic, Spanish, Chinese, Croatian, etc.-- all in one classroom. Teaching English in multicultural classes is a more complex and flexible process than it was two decades ago.The problem a teacher of English faces now is that English has to be taught not only as L2 to native Swedish speakers but as L3 (and even L4) to non-native ones. Both learning and teaching L3 differs in many ways from teaching and learning L2. This task becomes even more complex if one takes into account the diversity of proficiency levels of Swedish as L2 among students. Better understanding of cross-linguistic interferences between L2 and L3 would provide teachers with better understanding of processes that non-native Swedish students undergo while acquiring English as L3 and provide them with necessary scaffolding.

Die Jungendlichen legt weniger Wert auf geistiges Leben. Hier werden die Wege erforscht,die sittlichkeit der Jugendliche durch die Unterrichtstatigkeit im Zusammenhant mit dem Schulleben nach dem Unterricht verbessern.

Thesis (PhD (Education))--University of Stellenbosch, 2008. / Given that schooling is compulsory and that the quality of literacy instruction that children receive in the primary years lays the foundation for the rest of formal learning, management and teachers are under strong pressure to ensure the improvement of literacy in schools. This study reports on a literacy intervention directed at improving literacy instruction for seventytwo English Additional Language (EAL) learners in grades one to four. The intervention aimed to help teachers maximise teaching time through a theoretically sound approach that balanced language experience, shared and guided reading and writing, and embedded phonics and word level instruction within the context of reading and writing. In doing so, the approach breaks with the traditional position still held by many teachers that learners must first be taught to sound out letters and read words before they can be taught to read and write. Daily features of the literacy programme included whole class shared reading and small group guided reading and writing. Whereas shared reading engaged learners in lively literacy experiences on challenging texts, small group guided reading enabled teachers to match instruction and texts more closely to individual learners' needs. During shared and guided reading sessions, teachers modelled behaviours and strategies on interesting texts, interacted with learners and provided direct instruction in phonics and word level work. Once a week, planned outings and practical activities created opportunities for developing the learners' language and extending their conceptual understandings.

Giuseppe Dall'Abaco was one of a small group of Italian cellists active as composers and performers in London at the midpoint of the eighteenth century. The majority of his cello sonatas, together with those of several cellist colleagues, appears in Manuscript 31528 (dated after 1760) at the British Library. Only four other Dall'Abaco cello sonatas are known to exist, and there is no record that any of his works were published during his lifetime. However, the first group of twelve sonatas in Manuscript 31528 appears to have been intended for publication since it is headed by an embryonic title page and the sonatas are arranged with regard to balance of key plan, increasing length, and progressively greater technical difficulty. Although it has been assumed that the sonatas were composed in the 1760s, this study will demonstrate that Dall'Abaco's nobility, acquired in 1766, was inscribed later on the title page of these sonatas; thus their actual date of composition presumably preceded this date. The sonatas, which exhibit style characteristics typical of the time of transition from the late baroque to the early classic era (primarily the decade of the 1740s), are shown to be a coherent collection because of common melodic, harmonic, and rhythmic gestures. Since four movements from the Dall'Abaco sonatas appear as the published works of "Signor Martino," dated 1745 by the British Library, Martino's sonatas are also evaluated. It will be shown that these four similar movements, two of which appear as part of the well-known Sonata in G major attributed to Giovanni Battista Sammartini, most probably have their origin in Dall'Abaco's manuscript. Although Martino's true identity has long been in dispute, this study will demonstrate that he was in fact the French cellist Martin Berteau. The eleven Dall'Abaco sonatas existing only in manuscript are transcribed in Part II. In Part III of this document, three of these manuscript sonatas have been realized and edited for modern performance.

Magistro darbe nagrinėjamos estetinio-meninio papildomo ugdymo organizavimo aplinkybės, teoriniai aspektai; nubrėžiamos šio ugdymo organizavimo tobulinimo gairės, pateikiama rekomendacijų ugdymo įstaigoms, organizuojančioms estetinį-meninį ugdymą. / Additional aesthetic-artistic development sistem include same way a formal art bringing up according to a special train programmes and edditional development, witch include different additional aesthetic purpose classes, activities, clubs and researches. However, in an every single activity, art is first of all values creator and our emotionals experiences area. Understanding a piece of art is very close to that experience, what we call social-culture values.

Detta arbete grundar sig på en befintlig ritning projekterad av Arkinova Arkitekter och uppfyller normal tillgänglighetsnivå. Ritningen består av ett lägenhetsplan med fem lägenheter vilka har en boarea mellan 36-64 m2. I detta arbete omprojekterades dessa lägenheter till höjd tillgänglighetsnivå enligt SS med avsikt att förbättra tillgängligheten för funktionshindrade grupper. Omprojekteringen utfördes med hjälp av BIM-programmet Revit Architecture 2013 med utgångspunkt från standarderna,           SS 91 42 21:2006 samt SS 91 42 22:2006, vilka utgör underlag för projektering av bostäder.       Syftet med denna studie var att utreda de merkostnader som är förknippade med en tillgänglighetsökning, dessa merkostnader beräknades i kalkylprogrammet BidCon. Resultatet visade att för att uppfylla SS rekommendationer kring ökad tillgänglighet, var en ökning av bruttoarean med 84 m2 i den ursprungliga ritningen oundviklig. Detta innebar en total ökning av bruttoarean med 25 %, vilket resulterade i merkostnader som uppgick till  126 014 SEK för lägenhetsplanet i höjd nivå. Dessa merkostnader inkluderar materialet i väggar, dörrar samt golvbjälklaget. Den procentuella kostnadsökningen för materialet blev således 22 %. / This work is based on an existing drawing designed by Arkinova Arkitekter, and is adapted to normal level of accessibility. The drawing consists of five apartments, with each apartment covering a total floor area between 36-64 m2. To improve accessibility for disabled groups, the apartments have been re-designed to a higher level of accessibility using BIM software Revit Architecture based on SS (Swedish Standard) 91 42 21:2006 and 91 42 22:2006. The purpose of this study was to investigate the additional costs associated with an increased accessibility; these additional costs were calculated in the spreadsheet program BidCon. The result showed that in order to comply with SS’ recommendation around increased accessibility, the floor area in the original drawing had to be increased by 84 m2 to allow increased mobility. This corresponds to a total increase of 25 %, which resulted in an additional costs of 126 014 SEK (22 % increase) including material for walls, doors and floor slab.

Across international boundaries, linguistic and cultural diversity among pupils present teachers with pedagogic challenges. Research on teachers’ perceptions (e.g. Pajares, 1992; Woods, 1996; Farrell, 2005) suggests that the beliefs that teachers hold impact significantly on their classroom practices. This study adds to the existing body of international literature on teacher beliefs and literacy practices by exploring teachers’ perceptions about the reading literacy needs of EAL pupils and how these were met in Scottish secondary mainstream classroom contexts. In Scotland, policy specifies a Framework for Inclusion where pupils learning English as an additional language (hereafter EAL) are placed in mainstream classrooms. Schools are encouraged to play a key role in making sure that the needs of such pupils are addressed in an effort to raise achievement. A sociocultural theoretical lens was used to examine the shared and divergent beliefs and reading literacy practices of sixteen mainstream English teachers; five EAL teachers; and five head/depute head teachers across three local authorities. Participants’ responses communicated an undifferentiated understanding of the distinctive reading literacy needs of EAL pupils. The majority of teachers foregrounded reading as a set of universal skills that emphasised a knowledge of vocabulary and grammar. Ill-fitting policies and teachers’ experiences within the varying school contexts appeared to mediate how EAL pupils’ needs were constructed. Findings concerning the beliefs and practices of these teachers revealed that there was a lack of available ways of thinking about how to meet the reading literacy needs of EAL pupils effectively; such a lack impacted on the quality and number of learning opportunities EAL pupils had as they faced the reading literacy demands of mainstream classrooms. Teachers also highlighted their uncertainty about how to meet the reading literacy needs of such pupils effectively and this seemed to impact on how they constructed their identities as teachers within linguistically and culturally diverse classroom settings. In contrast, an overview of classroom literacy practices revealed that teachers enacted confident identities as they operated out of a secure knowledge base for developing reading literacy in monolingual English speaking classrooms. The study concludes with a discussion of the limitations related to the research design, and outlines the implications of the findings for policy, classroom literacy practices, and teachers’ professional development opportunities. It is argued that Scottish schools are no longer monolingual, monocultural environments, but rather cross-cultural sites. It is recommended that policy needs to reconceptualise and broaden how second language development is framed within its documents. It is also suggested that secondary classroom contexts address the importance of multidimensional critical literacy practices as a way to challenge the dominant undifferentiated constructions that permeate teachers’ beliefs about the development of reading literacy for pupils learning EAL. Such changes would position EAL pupils as legitimate participants in classroom literacy practices. The thesis concludes with a consideration of teacher identity and emphasises the need of ITE providers to provide a continuum of provision for pre-service and in-service teachers to enable them to develop the necessary knowledge and practices that would support the growing numbers of pupils learning EAL.

Magister Educationis - MEd / South Africa is a multicultural and multilingual country, with eleven official languages which include English, Afrikaans, IsiXhosa, IsiZulu, IsiNdebele, Sesotho, Setswana, Sepedi, TshiVenda and Xitsonga. While the nine African languages have official status, they are used for teaching and learning in the Foundation Phase (Grades R – 3) only. English is accorded high prestige and status, and it is used as the main Language of Learning and Teaching (LoLT) from Grade 4 to tertiary level. This occurs mostly in schools with African language-speaking learners only, while English and Afrikaans speaking learners maintain their home languages as LoLT from pre-primary to tertiary education. This study argues that if learners do not have a solid foundation in their home language and in the first additional language (FAL), they may not cope with the demands of the Grade 4 curriculum where English additional language is used as the main LoLT. Therefore, this study explored the teaching and learning of English (FAL) in Grade 3 and the extent to which it prepared learners for transition to English LoLT and their epistemic access to knowledge in Grade 4. The Constructivist and Sociocultural theories were used to understand how the teaching and learning of English LoLT occurred in the selected Grade 3 classroom, in an under resourced township school in the Western Cape. The study made use of a qualitative research approach. Data were collected by means of classroom observations, interviews and document analysis. Interviews were conducted with the Grade 3 class teacher, the Head of Department (HOD) and the principal. Data were analysed thematically. The findings of the study show that the Grade 3 teacher made use of learner-centred strategies in teaching English. However, the learners were not challenged to think critically. Learners had reading and writing difficulties, as well as low proficiency in English. The study concludes that English (FAL) is a barrier to Grade 3 learners’ epistemic access to learning and it could negatively impact on their transition to English LoLT in Grade 4.

The school to post-school transition has been identified as a time when young people with Additional Support Needs (ASN) need extra support. This thesis focuses on the school to post-school transition planning and preparation process for young people with ASN in Scotland. In particular, the author scrutinised the collaborative planning and preparation that takes place amongst professionals to support young people with ASN and their families during this transition. The author also examined the influence of the Education (Additional Support for Learning) (Scotland) Act 2004 upon the process. A mixed-methods research design was used to undertake three studies. Study 1 was a national on-line survey of professionals involved in post-school transition planning and preparation. Study 2 was a longitudinal study in which professionals involved in transition planning and preparations from one local authority were interviewed at 2 time periods (2004 before the implementation of the Education (Additional Support for Learning) (Scotland) Act 2004 and 2010). Minutes of transition meetings from both periods were also examined. Study 3 was a case study of a further education college undertaken in the same local authority as Study 2, to understand the experiences of transition planning and preparation from the perspectives of the young people with ASN who had experienced post-school transition and their families, along with school and college professionals. Participants (young people, parents and professionals) were interviewed. Visual resources were developed by the author to support the interviews with the young people. Data in all the studies were analysed using a thematic analysis approach. Finally, the findings of the three studies are presented and discussed. These include the perception that transition planning and preparation has become more young person centred since the Act was introduced. Implications for policy makers, practitioners, and future research are also discussed.

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