Thesis (M.A. (Translation and Lingustics)) -- University of Limpopo, 2014 / The research reported in this mini-dissertation is a qualitative study, which sought to investigate the patterns of translanguaging in classrooms in the Foundation phase in a primary school in the Limpopo province. The aim of the study was to investigate the ways in which translanguaging is used by teachers and learners in the Foundation phase in a selected primary school in the Limpopo Province. The research focuses on how Grade 1 and Grade 3 learners and their teachers engage with texts and the strategies that teachers use to promote the use of two languages in classrooms to help learners to understand content and concepts in English and Sepedi. An innovative element of the research was the intervention teaching done by university lecturers to provide alternate practices for regular teachers in the school to discuss and engage with. The data collection instruments included classroom observations, audio and video recordings, interviews with the class teachers and a focus group discussion between the teachers. The data analysis involved identifying all instances of translanguaging that occurred in the lessons and to explore in what ways they facilitated learning. The results showed that hardly any translanguaging took place in the regular lessons and teachers seemed to be operating with a monolingual consciousness. Teachers also revealed in the focus group discussion that the Curriculum assessment and Policy Statement (CAPS) required them to keep the two languages apart and not to use both of them in lessons. In the intervention lessons, however, there were some examples of translanguaging, which seemed to facilitate interaction and greater participation from the learners. The mini-dissertation ends with some reflections on the findings, implications of the findings for future research and training, and recommendations to use the languages of school children as rich resources for teaching and learning.

Certains travaux en sociolinguistique présentent le langage des jeunes issus de l’immigration maghrébine en France comme une variété du français, caractérisée particulièrement par son emprunt à l’arabe. Cette vision basée sur la pratique d’une seule langue ne permet pas de cerner toutes les facettes de ce phénomène. Son fonctionnement et son sens s’éclairent par la prise en compte du bilinguisme de ses usagers. A partir d’un corpus recueilli auprès des jeunes issus de la même immigration à Bordeaux, nous explorons les faits du contact des deux langues en question, en rapport avec les conditions (sociales) de leur production. Sans les isoler dans un lieu et chez un groupe particuliers, nos analyses révèlent la présence de plusieurs variétés de langages de jeunes, reliés aux pratiques bilingues, adoptées en milieu familial et communautaire de base. Elles mettent en exergue la richesse de leur patrimoine linguistique et verbal, variable en fonction des situations et des interlocuteurs. En nous penchant sur les savoirs sociaux qui déterminent la gestion de cette hétérogénéité linguistique, nous palpons une fidélité à un système de valeurs et de représentations qui se perpétuent à travers les générations. Toutefois, n’étant pas figé dans l’expression d’une seule identité, ce langage exprime leur double identité linguistique et culturelle, construite dans la confrontation à l’Autre et au Même pour traduire leur situation spécifique, en contexte migratoire. / Some studies in Sociolinguisctics present the language of young people stemming from the Maghrebi immigration in France as a variety of French, characterized particularly with its borrowing from Arabic. This vision, based on the practice of one language, does not allow to identify all the facets of this phenomenon. Its functioning and its meaning are clarified when taking into consideration the bilingualism of its users. Starting from a corpus collected from young people stemming from the same immigration in Bordeaux, we explore the facts about the contact of the two languages in question, in relation to the conditions (social) of their production. Without isolating them in a place and in a particular group, our analyses reveal the presence of many language varieties of young people, linked to bilingual practices, adopted in a basic family and community environment. They highlight the richness of their linguistic and verbal heritage, which varies according to situations and interlocutors. Through our inclination towards the social knowledge that determine the management of the linguistic heterogeneity, we feel loyalty to a system of values and representations which are perpetuated through generations. Nevertheless, not being fixed in expressing one identity, this language expresses their double linguistic and cultural identity, constructed through the confrontation with the Other and the Self in order to translate their specific situation in the migratory context.

Syftet med denna uppsats är att undersöka hur lettiska idiomatiska uttryck förstås och används av letter som bor i Sverige. / The aim of this paper is to examine how Latvian idiomatic expressions are understood and how often they are used by Latvians in Sweden. The Swedish Latvians can be grouped as follows: those that arrived in Sweden as a result of the Second World War and have lived here for a greater part of their lives, those that were born in Sweden of Latvian parents, and those that moved here after the reinstatement of Latvian independence in 1991. I shall examine if the Swedish Latvians who have grown up and/or lived in Sweden for many years a) know the meaning of Latvian idiomatic expressions; b) use these idiomatic expressions; and, if used, c) which idiomatic expressions are used most often?