• Refine Query
  • Source
  • Publication year
  • to
  • Language
  • 374
  • 41
  • 33
  • 18
  • 9
  • 9
  • 8
  • 6
  • 5
  • 4
  • 4
  • 3
  • 3
  • 3
  • 3
  • Tagged with
  • 586
  • 586
  • 225
  • 138
  • 132
  • 131
  • 110
  • 106
  • 102
  • 101
  • 80
  • 66
  • 62
  • 52
  • 52
  • About
  • The Global ETD Search service is a free service for researchers to find electronic theses and dissertations. This service is provided by the Networked Digital Library of Theses and Dissertations.
    Our metadata is collected from universities around the world. If you manage a university/consortium/country archive and want to be added, details can be found on the NDLTD website.
121

A survey of English teacher's opinions in the Johannesburg area on a language policy for education in a post-apartheid South Africa

Cachalia, Nazira, Vahed January 1993 (has links)
A research report submitted to the Faculty of Education University of the Witwatersrand, Johannesburg for the Degree of Master of Education. Johannesburg 1993 / The formulation of language policy in South Africa is inextricably bound up with the ideology of Apartheid. The "official" language, English and particularly Afrikaans are associated with race-ru1e and the exercise of state power. Many south Africans, whose mother-tongue is neither are compelled to learn these European languages for economic reasons [Abbreviated Abstract. Open document to view full version] / AC 2016
122

JAPANESE HIGH SCHOOL TEACHERS’ COGNITION OF THE POLICY OF CONDUCTING ENGLISH CLASSES IN ENGLISH AND CLASSROOM PRACTICE

Saito, Yukie January 2021 (has links)
Drawing on the elements and processes in language teacher cognition (Borg, 2006), this study was an investigation of how four senior high school teachers perceived the policy of conducting English classes in English, the degree to which they conducted English classes that reflect the policy, and how their educational backgrounds, professional coursework, internal factors in the class, internal factors in the school, and external factors affected their cognition and classroom practice.To investigate the above issues, an instrumental, explanatory multiple case-study was employed. The data were collected from interviews with the four English teachers, the four head teachers of the English departments, members of Tokyo Metropolitan Board of Education (TMBE), and two members of the Ministry of Education, Culture, Sports, Science and Technology (MEXT). In addition, two Communication English classes and two English Expression classes the four teachers were in charge of were observed and a questionnaire was administered to the students in each class. The findings indicated that the four teachers had favorable opinions about the policy of conducting English classes in English; however, their opinions were not reflected to a large degree in two of the teachers’ classes and were reflected to a moderate degree in the other two teachers’ classes. The discrepancy between their positive opinions of the policy and their classroom practice was attributed to the influence of their educational background, professional coursework, internal factors in the class, internal factors in the school, and external factors. Major factors that prevented them from reflecting the policy were a lack of appropriate teacher training, the presence of university entrance examinations, and the grammar-focused MEXT-approved textbooks. Major factors that helped their teachers reflect the policy were their positive experiences learning English in English communicatively, study abroad experiences, the measures taken by TMBE, the presence of ALTs and their students’ positive attitudes toward learning English in English. The findings of this study suggest that improvements in pre- and in-service training to teach English in English for communicative purposes, reforms of university entrance examinations, and improvements of MEXT-approved textbooks are essential to the implementing of the policy of teaching English in English. / Teaching & Learning
123

The Language Debate in Cape Verde

Coonan, Patrick James 02 August 2007 (has links)
No description available.
124

Planning for the future : exploring possibilities of using indigenous languages as language of instruction in education, the Zimbabwe experience

Magwa, Wiseman 12 1900 (has links)
The study sought to explore possibilities of using indigenous African languages of Zimbabwe as official media of instruction in the education system. The aim was to find out the extent to which indigenous African languages could be used as languages of instruction in primary, secondary and tertiary levels of the education system. The other objective of the study was to examine the attitudes of Zimbabweans towards the use of the mother tongue as medium of instruction in schools. A total of 1000 participants took part in this study, which included 200 teachers, 300 parents/guardians and 500 learners. Questionnaires and interviews were the main techniques used to collect data and the processing of the collected data was both qualitative and quantitative. Information collected from the questionnaires was mainly presented in tables and information from interviews was presented qualitatively in words. The study revealed that Zimbabwe inherited from colonial Rhodesia a language policy that marginalizes the use of indigenous African languages in the education system. English continues to be the prestige-laden language enjoying high status while indigenous languages enjoy relatively low status. Study findings clearly show that the majority of the participants prefer English to be the medium of instruction in both secondary and tertiary education because it is a language that gives power and prestige. The study concludes that Zimbabwe can never regain its dignity and cultural identity unless the education system is African oriented. The continued use of English as medium of instruction means that no scientific ideas can be formulated using African languages in the present schooling system leading to perpetual scientific bankruptcy. The study finally recommends the need for a linguistic revolution and calls for a change in the country’s language policy so as to avoid the exclusion of the majority from public and national developmental discourse. / African Languages / D.Litt et Phil. (African Languages)
125

Language Policy, Protest and Rebellion

Lunsford, Sharon 05 1900 (has links)
The hypothesis that language discrimination contributes to protest and/or rebellion is tested. Constitutional language policy regarding administrative/judicial, educational and other matters is measured on three separate scales developed for this study; the status of each minority group's language under its country's policy is measured by another set of scales. Protest and rebellion variables are taken from Gurr's Minorities at Risk study. Findings include an indication that group language status contributes positively to protest and rebellion until a language attains moderate recognition by the government, at which point status develops a negative relationship with protest and rebellion, and an indication that countries with wider internal variations in their treatment of language groups experience higher levels of protest and rebellion on the part of minority groups.
126

Planning for the future : exploring possibilities of using indigenous languages as language of instruction in education, the Zimbabwe experience

Magwa, Wiseman 12 1900 (has links)
The study sought to explore possibilities of using indigenous African languages of Zimbabwe as official media of instruction in the education system. The aim was to find out the extent to which indigenous African languages could be used as languages of instruction in primary, secondary and tertiary levels of the education system. The other objective of the study was to examine the attitudes of Zimbabweans towards the use of the mother tongue as medium of instruction in schools. A total of 1000 participants took part in this study, which included 200 teachers, 300 parents/guardians and 500 learners. Questionnaires and interviews were the main techniques used to collect data and the processing of the collected data was both qualitative and quantitative. Information collected from the questionnaires was mainly presented in tables and information from interviews was presented qualitatively in words. The study revealed that Zimbabwe inherited from colonial Rhodesia a language policy that marginalizes the use of indigenous African languages in the education system. English continues to be the prestige-laden language enjoying high status while indigenous languages enjoy relatively low status. Study findings clearly show that the majority of the participants prefer English to be the medium of instruction in both secondary and tertiary education because it is a language that gives power and prestige. The study concludes that Zimbabwe can never regain its dignity and cultural identity unless the education system is African oriented. The continued use of English as medium of instruction means that no scientific ideas can be formulated using African languages in the present schooling system leading to perpetual scientific bankruptcy. The study finally recommends the need for a linguistic revolution and calls for a change in the country’s language policy so as to avoid the exclusion of the majority from public and national developmental discourse. / African Languages / D.Litt et Phil. (African Languages)
127

A study of the Chinese language strategy in the environmental protection department

To, Wing-chi, Wynn., 杜詠誌. January 1996 (has links)
published_or_final_version / Public Administration / Master / Master of Public Administration
128

Foreign language learning in primary schools with special reference to Indonesia, Thailand and Australia /

Liando, Nihta V. F. January 1999 (has links) (PDF)
Thesis (M.A.)--University of Adelaide, Centre for European Studies and General Linguistics, 2001? / Bibliography: leaves 211-227.
129

English language policies in Hong Kong and Singapore in the Post-war period: circa 1965-1998

Wong, Ngar-chu, Mary., 黃雅珠. January 1999 (has links)
published_or_final_version / Asian Studies / Master / Master of Arts
130

Language policies and their effects on mother tongue education in HongKong and Singapore

Wong, Mei-fong., 王美芳. January 1991 (has links)
published_or_final_version / Comparative Asian Studies / Master / Master of Arts

Page generated in 0.072 seconds