Guatemalan medicinal plants were collected and screened for the presence of essential oils using steam distillation. Oil was found in 63 species from 24 families and was tested in tube dilution assays for activity against Escherichia coli, Staphylococcus aureus, Streptococcus mutans, Lactobacillus acidophilus and Candida albicans. Several essential oils were highly active with 20 instances of oils inhibiting the microbes at an MIC of 0.31 µl/ml. Oils were also tested against cancerous and established cell lines using a 15% (v/v) agar-media which was developed to improve essential oil solubility. Assays were performed against three cancer lines: Stomach (AGS: CRL-1739), Skin (A375: CRL-1619), Tongue (CAL27: CRL-2095) and an established Monkey Kidney cell line (Vero C 1008: CRL-1586). Assessment of viability was performed using the Neutral Red assay with results indicating that many of the oils significantly inhibited cancer cell lines in vitro with 24 individual instances producing an IC50 of 0.20 µl/ml or less. Therapeutic indices indicated that many of the highly inhibitory oils were more cytotoxic to cancerous cell lines than to the established cell line.

Des avantages et désavantages cognitifs existeraient chez l’enfant bilingue par rapport à son homologue unilingue, dû à l’activation constante des deux langues chez le bilingue et à son traitement langagier plus complexe. Cette surcharge de traitement affecterait d’ailleurs l’accès lexical des bilingues, qui auraient davantage de « mots sur le bout de la langue ». Puisque le discours pourrait être une mesure d’évaluation moins biaisée que les tests de vocabulaire normés et qui permettrait de saisir les compétences fondamentales lexicales des enfants, le Test of Word Finding in Discourse (TWFD ; German, 1991) a été utilisé afin d’évaluer l’incidence des manifestations des difficultés d’accès lexical (DAL ; répétition, révision, mot vide, commentaire métalinguistique ou métacognitif, substitution, pause ou interjection) dans trois situations discursives (2 narratives, 1 explicative) de 30 enfants québécois entre 7;1 et 10;8 ans (15 unilingues francophones et 15 bilingues simultanés français–anglais, dominants en français. L’alternance codique (code-switching), pertinente par la présence de la population bilingue, a aussi été étudiée. Aucune différence n’a été obtenue entre les enfants unilingues et bilingues pour l’incidence des manifestations des DAL. Davantage de mots vides et de révisions ont par ailleurs été obtenus dans le discours explicatif alors que le taux de pauses était plus élevé dans le discours narratif et ce, pour tous les enfants. L’évaluation de la productivité de langage a montré une différence entre les enfants bilingues et unilingues, où ces derniers ont obtenus des moyennes supérieures pour le nombre d’énoncés total, le nombre de mots total et le nombre de mots différents. Aussi, la longueur moyenne de l’énoncé était en moyenne plus longue, pour tous les enfants, dans le discours explicatif que dans la narration. Enfin, les manifestations du MBL en discours seraient une mesure sensible d’évaluation des enfants typiques bilingues, puisque leurs résultats de production ne diffèrent pas de ceux des unilingues typiques, ce qui pourrait éviter de les surdiagnostiquer avec un trouble de langage. / Cognitive advantages and disadvantages seem to exist in the bilingual child compared to his unilingual counterpart, due to the constant activation of the two languages in the bilingual and to his subsequent more complex language processing. This processing overload seems to affect the lexical access of bilinguals, who would have more words on the “tip of their tongue". Since discourse could be a less biased assessment measure than standardized vocabulary tests and would capture children's basic lexical skills, the Test of Word Finding in Discourse (TWFD ; German, 1991) was used to assess the presence of word-finding difficulties (WFD ; repetition, revision, empty word, metalinguistic or metacognitive comment, substitution, pause or interjection) in three discourse situations (2 narrative, 1 expository) of 30 Quebec children between 7;1 and 10;8 years old (15 unilingual francophones and 15 French-English bilinguals (French dominant)). Code-switching, relevant to the presence of the bilingual population, was also studied. No difference was found between monolingual and bilingual children in the WFD measure for the incidence of WFD. More empty words and revisions were obtained in the expository speech for all children, while the rate of pauses was higher in the narrative speech. The assessment of language productivity showed a difference between bilingual and monolingual children, where the latter obtained higher averages for the total number of utterances, the total number of words and the number of different words. Also, the mean length of utterances was longer in the expository discourse than in the narrative, regardless of languages spoken by the children. Finally, WFD manifestations in discourse could be a sensitive measure of assessment for typical bilingual children, since their production scores did not differ from those of typical monolinguals. This could prevent overidentification of language disorders in this population.

Introduction: L’arthrite juvénile idiopathique (AJI) est la maladie rhumatologique la plus fréquente de l’enfance. L’atteinte de l’articulation temporomandibulaire est fréquente, ce qui engendre des perturbations de croissance et peut causer des dysmorphies crâniofaciales, des problèmes respiratoires, et l’apnée obstructive du sommeil. Une rotation postérieure de la mandibule, une anomalie de développement transversal maxillaire, et une posture abaissée de la langue sont souvent observés. Une expansion palatine rapide (EPR) pourrait corriger la posture de la langue, augmenter le volume des voies respiratoires pharyngées, ainsi qu’améliorer la qualité de la respiration chez les patients atteints d’AJI. Objectifs: Il y avait trois objectifs distincts pour cette étude: 1- Quantifier l’effet de l’EPR sur le volume des voies respiratoires pharyngées chez les patients atteints d’AJI 2- Évaluer l’effet de l’EPR sur la posture de la langue 3- Évaluer l’effet de l’EPR sur la qualité de la respiration Méthodes: Les participants ont été divisés en deux groupes: contrôle (n=11) et AJI (n=11). Un questionnaire médical, un questionnaire portant sur la qualité de la respiration et une tomographie volumique à faisceau conique (TVFC) ont été administrés avant (T0) et après (T1 = 7 mois) une EPR par Hyrax. Le volume des voies respiratoires pharyngées, la posture de la langue et la qualité de la respiration ont été comparés aux deux points temporels mentionnés. Résultats: Une augmentation statistiquement significative (p=0.004) du volume des voies respiratoires pharyngées à la suite de l’EPR a été observée dans le groupe contrôle, cependant, ceci n’était pas le cas dans le groupe expérimental (p=0.580). De plus, l’interaction groupe-temps n’était pas statistiquement significative (p=0.073), et le changement non-significatif du volume intra-oral dans le groupe contrôle (p=0.442) et expérimental (p=0.761) n’a pas confirmé un effet de l’EPR sur la posture de la langue. Finalement, les patients des deux groupes n’ont pas rapporté de changements subjectifs vis-à-vis la qualité de leur respiration suite à l’EPR. Conclusion: Une augmentation significative du volume des voies aériennes pharyngées a été observée suite à l’expansion palatine rapide dans le groupe contrôle. Cependant, cet effet n’a pas été observé chez les patients atteints d’AJI. D’autre part, la posture de la langue est demeurée inchangée dans les deux groupes, et aucune amélioration subjective de la qualité de la respiration n’a été rapportée chez les participants de cette étude. / Introduction: Juvenile idiopathic arthritis (JIA) is the most common childhood rheumatic disorder. Temporomandibular joint involvement is frequent, which instigates growth disturbances and can lead to craniofacial deformities, respiratory problems, and obstructive sleep apnea. Common findings include posterior rotation of the mandible, maxillary transverse deficiency and low tongue posture. Rapid palatal expansion (RPE) could allow proper tongue positioning, increase pharyngeal airway volume, and improve respiratory quality in patients with JIA. Objectives: There were three distinct objectives for this study: 1- Quantify the effect of RPE on pharyngeal airway volume in patients with JIA 2- Evaluate the effect of RPE on tongue posture 3- Evaluate the effect of RPE on respiratory quality Materials and Methods: Participants were divided into two groups: control (n=11) and JIA (n=11). Medical history and respiratory quality questionnaires, as well as cone-beam computed tomography (CBCT) exams, were administered before (T0) and after (T1 = 7 months) rapid palatal expansion using a Hyrax expander. Pharyngeal airway volume, tongue posture and respiratory quality were compared at both time points. Results: There was an overall statistically significant increase (p=0.004) in pharyngeal airway volume following RPE in the control group, however, this was not replicated in the experimental group (p=0.580). In addition, the group-time interaction was not statistically significant (p=0.073), and the non-significant changes in intra-oral volume in the control (p=0.442) and experimental (p=0.761) groups did not confirm an effect of RPE on tongue posture. Finally, neither patient group reported a subjective change in their quality of respiration following RPE. Conclusion: Rapid maxillary expansion appeared to significantly increase pharyngeal airway volume in healthy individuals, yet this effect wasn't observed in patients affected by juvenile idiopathic arthritis. Tongue posture remained consistent across both groups, and there were no reported subjective alterations in the respiratory quality among all participants.

Thèse en cotutelle avec l'Université Sorbonne Nouvelle Paris 3, Paris, France. / Cette thèse explore en profondeur la transmission générationnelle du deuil migratoire et la négociation complexe d’un tel héritage dans les oeuvres littéraires des auteurs de la « deuxième génération », un aspect crucial dans le domaine des études sur la migration. Ces auteurs, ici désignés comme la « génération d’après » l’événement migratoire, offrent une perspective unique pour comprendre les dynamiques complexes du deuil migratoire. Nous émettons l’hypothèse que les écrivains de la « deuxième génération » héritent de la perte parentale de l’univers ancestral et qu’ils travaillent leur propre deuil à travers l’écriture. En s’appuyant sur les théories de la migration (Grinberg, Moro), du deuil et de sa transmission (Freud, Abraham et Torok), de l’imaginaire diasporique (Mishra) ainsi que sur les concepts de l’héritage (Kaës, Sibony), ce travail propose une perspective d’étude innovante pour ces textes. À travers une pratique de lecture au plus près des textes sélectionnés, nous analysons la manière dont Antonio D’Alfonso, Jhumpa Lahiri et Igiaba Scego procèdent à une figuration de leur blessure originelle, rejouent leur deuil et textualisent leurs expériences d’héritiers de la migration dans leurs oeuvres. Plus précisément, notre thèse avance que le travail de l’écriture fonctionne comme un travail de deuil, d’interprétation et de réaffirmation (Derrida) de l’héritage négatif. Après avoir mis en dialogue les concepts pivots et les outils théoriques qui accompagneront notre réflexion, nous étudierons comment le récit familial et intergénérationnel s’avère une stratégie de symbolisation et d’objectivation de la « perte fantôme » de l’univers ancestral. Ce terme fait référence au sentiment de perte insaisissable mais profondément ressentie ainsi qu’au désir et à la nostalgie d’un monde révolu, transmis des migrants de la première génération à leurs descendants. Enfin, nous explorons l’aspect linguistique et unique des oeuvres de D’Alfonso, Lahiri et Scego, une caractéristique qui les distingue et ajoute une couche de profondeur à notre compréhension. Cet aspect, que nous nommons la « dismatrie linguistique », fait référence à un imaginaire translingue structuré par la perte et le deuil de la langue maternelle. C’est un trait caractéristique de ces auteurs et de leur écriture qui enrichit notre exploration de leurs oeuvres. / This dissertation delves into the profound intergenerational transmission of migratory grief and the intricate negotiation of such inheritance in the literary works of second-generation authors, a crucial aspect in the field of migration studies. These authors, understood here as “the generation after” the migration event, provide a unique lens through which to understand the complex dynamics of migratory grief. We hypothesize that second-generation writers inherit the parental loss of the ancestral world and work through their grief through writing. By drawing on established theories of migration (Grinberg, Moro), mourning and its transmission (Freud, Kaës, Abraham and Torok), diasporic imaginary (Mishra), as well as the concepts of inheritance (Kaës, Sibony), this study offers an innovative perspective. It employs an in-depth close reading of the selected texts to analyze how Antonio D’Alfonso, Jhumpa Lahiri, and Igiaba Scego figure their original wound, perform their mourning, and textualize their experience as heirs of migration in their literary works. More specifically, we argue that writing serves as a work of mourning, interpretation, and reaffirmation (Derrida) of this negative inheritance. After discussing central concepts and theoretical tools that guide this undertaking, we examine how the family and intergenerational narrative functions as a strategy to symbolize and objectify the “phantom loss” of the ancestral world. This term refers to the intangible yet deeply felt sense of loss and longing for the homeland that is passed down from the first-generation migrants to their descendants. Lastly, we delve into the unique linguistic aspect of D’Alfonso, Lahiri, and Scego’s works, a feature that sets them apart and adds a layer of depth to our understanding. This aspect, which we term “linguistic dismatrie”, refers to a translingual imaginary structured by the loss and informed by the mourning of the mother tongue. It is a characteristic feature of these authors and their writing, enriching our exploration of their works.

This study aims to explore politeness shown by lecturers during tuition and student support conversations with the objective of promoting polite interactions between IsiZulu mother tongue and non-mother tongue speakers in higher education in South Africa. In particular, the study investigates the way in which politeness in email communication influences learning outcomes within an ODL environment, using quantitative and qualitative research methodologies, a questionnaire as well as interviews to collect data from a cross-section of students from an Open Distance Learning (ODL) institution. All the results drawn from the data sources, namely the questionnaires and interviews, were enumerated according to the data collection tools used. Version 12 of SPSS and Nvivo were used to analyse the quantitative data. The analysis is also based on the politeness strategies of Brown and Levinson (1978) as well as a conceptual framework that links all the variables. Based on the results, the research hypotheses are accepted, thus indicating that politeness in email communication influences learning outcomes within an ODL environment. In particular, the results show that, overall, lecturers who employ politeness contribute positively to student compliance. Accordingly, the study recommends that ODL should recognise both the role of language in communication as well as the power and influence of politeness in communication. / African Languages / D. Litt. et Phil.

Mother-Tongue-Based Multilingual Education (MTB MLE) has become an important concept in the field of primary education in many parts of the world. MTB MLE is a form of education that deals with the bridging of learning in the mother tongue to using one or more languages as languages of instruction in schools. This study took place in the Southern Nation and Nationality Peoples Regional State of Ethiopia (SNNPRS) to investigate the implementation challenges faced by two sample minority languages, namely Dawuro and Kontaatho, that use the mother tongue as both medium of instruction and as a subject in primary schools. The study focused on the drawbacks that hindered the proper implementation of the education and training policy regarding mother-tongue education in minority language areas. To conduct the study, the qualitative research method was employed. Representatives from the Ministry of Education, Colleges of Teacher Education, primary school directors and teachers of mother tongue as a subject and as a medium of instruction, parents and relevant community representatives took part. From the Ministry of Education, two experts from the Curriculum Design and Implementation Directorate and two participants from Mother tongue and English Language development directorate were purposively invited to participate in individual interviews. Similarly, three instructors from one of the Colleges of Teacher Education and 32 mother-tongue teachers drawn from eight schools of the target area were also individually interviewed. In addition, three heterogenous focus group discussions were conducted with stakeholders comprising community and parents’ representatives, schoolteachers’ representative, students’ representatives and school directors. The study was based on the social constructivist and Vygotsky’s Zone of Proximal Development theoretical assumptions. The findings of the study indicated that MTB MLE is not being successfully implemented in the minority language areas in the SNNPRS because of the deficits in awareness raising, proper teacher training, readiness of the languages in relation to orthography and scientific terminology to be used as medium of instruction, availability and quality of teaching and learning materials, standardised orthography, availability of guidelines and a strategy to carry out the MTB MLE programme, support and follow up of the implementation of the MTB MLE programme. / Curriculum and Instructional Studies / Ph. D. (Curriculum and Instructional Studies)

The aim of this study was to examine the alignment of teaching, learning and assessment in English home language in grade 10 in Johannesburg District 9. A literature study investigated the theoretical background to Outcomes-based education, the definition of outcomes, Outcomes-based assessment and the role of feedback in the alignment of teaching, learning and assessment. In addition this alignment in English home language was explored. For the qualitative investigation teachers from three schools participated in individual interviews and a content analysis. Major findings included: the teachers were intuitively aware of the importance of the alignment of teaching, learning and assessment, the implementation of the alignment was also intuitive and not explicitly planned. The teachers did not understand the assessment standards attached to each learning outcome. Continuous assessments were not used for learning. The study concludes with recommendations to improve the alignment of teaching, learning and assessment in English home language. / Educational Studies / M.Ed. (Specialisation in Curriculum Studies)

This research study aims to evaluate how the trilingual policy (Kinyarwanda, French and English) is implemented in Kigali City’s nursery and primary schools in terms of facilitating learners’ cognitive academic language proficiency (CALP) development, in both the pre-2008 and post-2008 language policies. It is an exploratory-qualitative-interpretative research study, which analyses the language preference, the age of change-over and the multilingual models adopted and how they contribute to learners’ CALP development. It also analyses the implications of the post-2008 policy. The findings indicated that initial bilingualism, initial trilingualism, early total immersion and gradual transfer models were implemented in the pre-2008 policy; while the post-2008 policy implements early total immersion. The learners’ CALP in both the MT and the AL could be more developed in public schools under the pre-2008 policy due to exposure to Kinyarwanda instruction from the start but it may not be developed fully under the post-2008 policy, because English is used as MOI from the onset of education. / Linguistics / M.A. (Applied Linguistics)

After independence, in 1990, the government of the Republic of Namibia perceived the need to replace the old Language-in-Education Policy (LiEP) for schools with a new one that promotes the use of the mother tongue alongside English in schools and colleges of education. Consequently, the new Language-in-Education Policy was implemented in all 13 educational regions. The aim of this study is to evaluate the implementation of this policy in the upper primary schools in Oshana Region. The findings of the study were analysed according to relevant literature to determine if they were in line with the theories of language policy evaluation. At least five major findings emerged from this study that are described in relation to relevant themes, namely; home language, language preferences, language practices, policy awareness and government support. The study revealed that the majority of learners in Oshana Region are Oshikwambi speakers, followed by Oshikwanyama speakers. In addition, the majority of teachers who teach Oshindonga are also not Oshindonga speakers. Furthermore, the study revealed that the majority of learners, teachers and principals preferred English as LoLT to Oshiwambo. Another major finding of the study is that despite the fact that English is the LoLT, both teachers and learners are still struggling to communicate in English. In general, successful communication often takes place in Oshiwambo. The study revealed that the majority of teachers, learners and parents are neither aware of the new LiEP nor were they consulted prior to its implementation. In addition, the LiEP related materials are not available in most of the schools. Finally, the study found that there is a serious shortage of textbooks and well qualified teachers in African languages. This shortage of textbooks prevents teachers from giving adequate homework to learners. Consequently, the LiEP cannot be successfully implemented. A number of recommendations are made regarding the shortage of textbooks in Oshiwambo, the use of the mother tongue as LoLT from Grade 1 to Grade 7 and the recognition of other Oshiwambo dialects. Ongoing consultation and awareness should be a vital part of the review process. / Linguistics / M.A. (Sociolinguistics)

Text in Afrikaans / In this study essential guidelines are given to Foundation Phase educators for the teaching of basic English concepts to English second language learners. Die research design is explained and recommendations are made. The following underlying problems, which were encountered in the research recommendation, are identified and discussed: Learning barriers with specific reference to English as a second language. The causes of learning barriers which include the discussion of intrinsic and extrinsic factors. Educator training is lacking and educators do not have the necessary knowledge and skills to teach basic concepts in English to second language learners. The necessity and advantages of timeous identification of barriers to learning to ensure that basic concepts are taught. The study was concluded with practical guidelines to reinforce basic concepts in learners in the Foundation Phase who are taught in English as a second language. Recommendations were made to parents, educators and the Department of Education. / In die studie word riglyne aan Grondslagfase-onderwysers gegee vir die onderrig van basiese konsepte in Engels aan Engels tweedetaalleerders. Hierdie basiese konsepte is noodsaaklik vir vordering in die Grondslagfase. Die navorsingontwerp verduidelik en aanbevelings gemaak. Die volgende sub-probleme wat onderliggend is aan die navorsingsvoorstel is geïdentifiseer en bespreek, naamlik: Struikelblokke tot leer met spesifieke verwysing na Engels as tweedetaal. Die oorsake wat lei tot struikelblokke tot leer waaronder intrinsieke en ekstrinsieke faktore word bespreek. Onderwyseropleiding is onvoldoende en onderwysers beskik nie oor die kennis en vaardighede om basiese konsepte in Engels aan Engels tweedetaalleerders te onderrig nie. Die noodsaaklikheid van vroeë identifisering en die voordele verbonde aan vroegtydige identifisering van struikelblokke tot leer om te verseker dat basiese konsepte voldoende vasgelê word. Die studie is afgesluit met praktiese riglyne vir die vaslegging van basiese konsepte aan leerders in die Grondslagfase wat in Engels as tweede taal onderrig word. Aanbevelings is aan die ouers, onderwysers en die Departement van Onderwys gemaak. / Inclusive Education / M. Ed. (Inklusiewe Onderwys)